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A SYLLABUS 

OF 

American  History 

AND 

Map  Studies 

BY 

ROBERT  LIVINGSTON  SCHUYLER 

Assistant  Professor  of  History 
in  Columbia  University 

AND 

DIXON  RYAN  FOX 

Instructor  in  History 
in  Columbia  University 


COPYRIGHT  BY 

Columbia  TUniversitE 


of\  3 . 0^. 

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Syllabus  of  American  History 

INTRODUCTORY  NOTE. 

This  Syllabus  is  intended  for  the  use  of  students  in 
an  elementary  course  in  American  history  offered  in  Colum- 
bia College.  Every  student  taking  this  course  must  provide 
himself  with  a copy  of  the  Syllabus,  and  with  copies  of 
the  required  text-books  and  atlas,  concerning  which  an- 
nouncement will  be  made  in  class.  Informal  lectures  ex- 
planatory of  the  Syllabus,  and  recitations  based  upon  the 
material  assigned  in  the  text-books  and  atlas — the  Syllabus 
being  invariably  used  as  the  guide  for  study — constitute  the 
class-room  work.  On  the  assigned  portions  of  the  text- 
books and  on  the  lectures  the  student  should  take  notes  in 
ink,  and  be  prepared  to  submit  them  for  inspection  when- 
ever required.  Periodical  written  tests  will  be  given  and 
collateral  reading  and  essay-work  will  be  required.  Every 
student  is  required  to  show  proficiency  in  (1)  the  oral  reci- 
tations and  written  tests;  (2)  the  map-studies;  (3)  the  col- 
lateral reading  and  essay;  (4)  the  final  examination.  Stu- 
dents will  find  it  necessary  to  prepare  the  lessons  regularly 
and  in  advance  of  recitation. 

In  referring  to  books  the  following  abbreviations  have 
been  used : 

Bassett,  J.  S.,  Short  History  of  the  United  States. 

M. — Muzzey,  D.  S.,  American  History. 

Shepherd — Shepherd,  W.  R.,  Historical  Atlas. 

In  the  case  of  other  books  referred  to  the  name  of 
the  author  and  the  full  title  are  given  when  the  first  ref- 
erence is  made. 

R.  L.  S. 

D.  R.  F. 


Columbia  University, 

September,  1915. 


3 


Digitized  by  the  Internet  Archive 
in  2017  with  funding  from 

University  of  Illinois  Urbana-Champaign  Alternates 


https://archive.org/details/syllabusofamericOOschu 


A SYLLABUS  OF  AMERICAN  HISTORY 


I.  The  European  Background 

1.  European  Commerce  in  the  Later  Middle  Age. 

A.  Commerce  and  trade  routes  between  Europe  and  the  East. 

B.  Conquests  of  the  Ottoman  Turks. 

C.  Decline  of  the  Italian  cities. 

D.  Need  for  new  trade  routes. 

M.,  3-4,  Cheyney,  European  Background  of  American 
History,  3-40 ; Atlas  : Shepherd,  98-99,  102-103. 

2.  Progress  of  Geographical  and  Nautical  Science. 

A.  Medieval  travels : Marco  Polo. 

B.  Sphericity  of  the  earth ; revival  of  the  classics. 

C.  Invention  of  nautical  instruments. 

D.  Improvements  in  map-making  and  ship-building. 

E.  Oceanic  voyages ; Italian  navigators. 

B.,  23-27;  M.,  4;  Cheyney,  41-59;  Atlas:  Shepherd,  102- 
103. 

3.  The  Commercial  Revolution. 

A.  The  Portuguese  and  the  Cape  route  to  the  East. 

Henry  the  Navigator ; Diaz ; Vasco  da  Gama. 

B.  The  search  for  a westward  passage. 

Columbus;  Cabot;  Magellan;  Verrazano;  Hudson. 

C.  Organization  of  chartered  commercial  companies. 

English;  Dutch;  French. 

D.  Effects  of  the  commercial  revolution  on  the  states  of  Europe. 

B.,  25-26,  27-29,  33-36;  M.,  4-11,  13-15,  20-21;  Bourne, 
Spain  in  America,  104-132;  Cheyney,  123-146;  Atlas: 
Shepherd,  107-110. 

4.  England  in  the  Sixteenth  and  Seventeenth  Centuries. 

A.  Political  conditions. 

The  central  government : crown  and  parliament. 

The  local  government;  county,  parish,  borough. 

Cheyney,  240-315. 

B.  Social  and  economic  conditions. 

Sheep-farming;  evictions;  pauperism. 

Expansion  of  commerce ; new  mercantile  wealth. 

Growth  of  manufactures. 

Mercantilism. 

Cheyney,  Industrial  and  Social  History  of  England, 

141-176,  185-189. 


5 


C.  Religious  conditions. 

The  Protestant  Revolt;  the  Anglican  Church;  Puritan- 
ism ; Separatism. 

Catholicism. 

M.,  36,  40-41 ; Cheyney,  European  Background , 168-239. 

D.  The  struggle  with  Spain. 

Causes. 

The  Armada  and  its  results. 

M.,  21 ; Cheyney,  Short  History  of  England,  347-367. 

II.  The  New  ¥/orld  and  the  Founding  of  the  Spanish, 
French  and  Dutch  Colonies 

1.  Physical  Geography  and  Natural  Resources  of  North  America. 

A.  Coast-line  and  islands. 

B.  Mountain  systems. 

C.  Drainage  basins. 

D.  Climate. 

E.  Natural  resources. 

B.,  1-11;  Farrand,  Basis  of  American  History,  3-38; 
Atlas:  Shepherd,  186-187. 

2.  The  Native  Races. 

A.  Antiquity  of  Man  in  America. 

B.  Classification  of  Indian  tribes. 

C.  Indian  society. 

D.  Future  of  the  Indians. 

B.,  11-22;  M.,  22-25;  Farrand,  70-102,  148-162,  195-214, 
262-271. 

3.  The  Spanish  Empire. 

A.  Columbus  and  the  colonization  of  the  West  Indies. 

B.  Naming  of  America. 

C.  Conquest  of  Mexico  and  Peru. 

D.  Explorations  in  North  America. 

E.  Mining. 

F.  Missionary  labors ; treatment  of  the  natives. 

G.  Motives  for  Spanish  colonization. 

H.  The  Spanish  Colonial  System. 

B.,  27-40;  M.,  4-13,  15-20;  Bourne,  8-53,  84-103,  149- 
174,  195-201,  253-268,  302-319;  Atlas:  Shepherd,  105, 
106,  111,  190-191. 

4.  The  French  Colonies. 

A.  French  fishermen. 

B.  Verrazano  and  Cartier. 

6 


C.  Champlain  and  the  founding  of  Quebec  (1608). 

D.  Fur  trade  and  missionaries. 

E.  Paternalism  of  the  government. 

F.  Westward  expansion  of  Canada;  exploration  of  the  Great 

Lakes. 

G.  Discovery  of  the  Mississippi ; Louisiana. 

H.  The  French  in  the  West  Indies. 

I.  Motives  for  French  colonization. 

B.,  35-36,  111-115;  M.,  20-21,  81-91;  Thwaites,  France  in 
America,  3-22,  34-71 ; Atlas:  Shepherd,  190-191. 

5.  Dutch  Colonization. 

A.  The  struggle  between  the  Dutch  and  Spain. 

B.  Dutch  East  India  Company ; voyage  of  Hudson. 

C.  Dutch  West  India  Company;  New  Netherland. 

D.  Conquest  of  New  Sweden. 

E.  Government  of  New  Netherland. 

F.  Fall  of  New  Netherland. 

G.  The  Dutch  in  South  America. 

B.,  72-76;  M.,  58-61;  Tyler,  England  in  America,  291- 
295;  Atlas:  Shepherd,  191. 


III.  The  English  Chartered  Colonies  of  the  Seventeenth 

Century 

1.  Preliminaries  of  English  Colonization. 

A.  The  Cabots ; discovery  of  North  America. 

B.  Lapse  of  interest  in  the  New  World. 

C.  Elizabethan  seamen ; rivalry  with  Spain. 

D.  Experiments  of  Gilbert  and  Raleigh ; causes  of  failure. 

E.  Agencies  of  colonization. 

F.  Motives  for  colonization. 

B.,  35,  41-44;  M.,  11,  21-22;  Tyler,  3-33;  Beard,  Intro- 
duction to  the  English  Historians,  423-433 ; Atlas  : 
Shepherd,  107-108. 

2.  Founding  of  the  Colonies. 

A.  Virginia. 

The  London  Company;  Jamestown  (1607). 

Early  obstacles  to  success. 

Gradual  attainment  of  prosperity. 

Fall  of  the  company. 

B.,  45-52;  M.,  27-33;  Tyler,  34-89;  Atlas:  Tyler,  34, 

76. 


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B.  Maryland. 

Catholics  in  England. 

Baltimore’s  charter  (1632). 

Religious  toleration. 

Strife  between  Catholics  and  Protestants. 

B.,  52-58,  88-89;  M.,  53-57;  Tyler,  118-148;  Atlas: 
Tyler,  132. 

C.  Carolina. 

Early  settlements. 

Charter  of  1663;  Locke’s  Fundamental  Constitutions. 
Division  of  the  province. 

Fall  of  proprietary  government. 

B.,  81-83,  106-108 ; M.,  57-58 ; Andrews,  Colonial  Self- 
Government,  129-161 ; Atlas  : Andrews,  204. 

D.  Massachusetts. 

The  Pilgrims  and  Plymouth. 

Puritans  in  England. 

The  Massachusetts  Company ; its  transfer  to  New  Eng- 
land. 

The  Great  Migration ; expansion ; founding  of  towns. 
Theocracy;  persecution  of  dissenters. 

Loss  of  the  charter. 

B.,  59-68,  92-94;  M.,  35-43,  49-52;  Tyler,  149-228; 
Atlas  : Tyler,  196. 

E.  Connecticut. 

The  River  Towns. 

Saybrook. 

New  Haven. 

Charter  of  1662. 

B.,  69-70;  M.,  44-47;  Tyler,  239-264;  Atlas:  Tyler, 
196. 

F.  Rhode  Island. 

Roger  Williams  and  Providence. 

Other  settlements  on  Narragansett  Bay. 

Charter  of  1663. 

B„  68;  M.,  43-44;  Tyler,  229-239;  Atlas:  Tyler,  196. 

G.  New  Hampshire  and  Maine. 

Early  settlements ; annexation  by  Massachusetts. 
Separation  of  New  Hampshire  from  Massachusetts. 

B.,  70;  M.,  47-49;  Tyler,  266-281;  Atlas:  Tyler,  196. 

H.  New  York. 

Charter  of  1664;  conquest  of  New  Netherland. 
Autocratic  government. 

B.,  83-85;  M.,  60-62;  Andrews,  74-100;  Atlas:  An- 
drews, 272. 


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I.  New  Jersey. 

Grant  to  Berkeley  and  Carteret. 

Division  of  the  province;  the  Quakers. 

Fall  of  proprietary  government. 

B.,  85  ; M.,  62-63 ; Andrews,  101-128 ; Atlas  : Andrews, 
255,  272. 

J.  Pennsylvania. 

William  Penn;  charter  of  1681. 

Liberal  character  of  the  government. 

Immigration  and  prosperity. 

The  lower  counties : Delaware. 

B.,  85-88 ; M.,  63-66 ; Andrews,  162-201 ; Atlas  : An- 
drews, 254. 

K.  Georgia. 

Oglethorpe  and  the  charter  of  1732;  motives  of  founders. 
Slow  growth. 

B.,  109-110;  M.,  66-67;  Greene,  Provincial  America, 
249-269 ; Atlas  : Greene,  252. 

3.  Government  and  Land  System. 

A.  The  corporate  colonies  of  New  England. 

Origin  of  the  corporate  colony;  Massachusetts  as  a model. 
The  general  court  and  the  growth  of  a representative 
system. 

The  suffrage ; theocracy. 

Governor,  magistrates  and  clergy. 

Land  system  and  local  government : the  towns. 

B.  The  proprietary  provinces. 

Monarchical  element : proprietor,  governor,  officials. 
Popular  element : the  assemblies. 

The  land  system. 

Local  government : county,  parish,  town. 

B.,  63-65,  134-135,  155-157;  Encyclopedia  Britannica, 
11th  ed.,  Vol.  27,  pp.  663-668. 


4.  Religion. 

A.  New  England. 

Connection  between  religion  and  government ; Puritan 
ideals. 

Church  attendance  and  support. 

Religious  qualifications  for  the  franchise. 

Treatment  of  dissenters. 

Conditions  in  Rhode  Island. 

B.  Middle  and  Southern  colonies. 

Anglican  Church. 

Religious  toleration ; variety  of  sects. 

B.,  148-152;  Tyler,  210-228;  Andrews,  304-310. 


9 


5.  Culture. 

A.  New  England. 

Puritan  ideas  of  education. 

Common  schools ; Harvard  College. 

Theological  literature. 

B.  Middle  and  Southern  colonies. 

Private  schools;  tutors,  lack  of  educational  facilities. 
B.,  153-155;  Andrews,  310-313. 

6.  Economic  and  Social  Conditions. 

A.  New  England. 

Agriculture;  small  farms;  labor. 

Fishing  and  fur-trade. 

Lumbering  and  ship-building ; commerce. 

Manufactures. 

Democratic  character  of  society. 

B.  Middle  and  Southern  colonies. 

Plantations ; labor  system. 

Fur-trade  and  commerce. 

Transportation. 

Aristocratic  character  of  society. 

B.,  134-148;  Andrews,  314-336;  Bogart,  Economic  His- 
tory of  the  United  States,  (1914)  36-89. 

7.  Relations  with  the  Indians  and  with  Neighboring  Colonies. 

A.  Trade. 

B.  Treaties  and  wars. 

C.  New  England  Confederation  (1643). 

B.,  70-71,  73,  86-87,  90,  92-93;  Tyler,  282-317. 

IV.  The  English  Colonial  System  and  the  Royal  Provinces 

1.  The  English  Colonial  System. 

A.  Colonization  and  the  Mercantile  System. 

B.  Need  of  regulation;  early  attempts  at  royal  control. 

C.  The  colonies  during  the  English  Civil  War  (1642-1649). 

D.  The  colonies  under  Cromwell ; rivalry  with  the  Dutch. 

E.  Colonial  policy  during  the  Restoration  (1660-1688). 

Growth  of  commerce ; Dutch  wars. 

Acts  of  navigation  and  trade ; principles  and  purposes. 
Machinery  of  enforcement. 

Evasion  of  laws ; anomalous  position  of  the  chartered 
colonies. 

F.  Operation  of  the  System  (1689-1754). 

Colonial  Policy  after  1689. 

Act  of  1696;  the  Board  of  Trade. 


10 


Restrictions  on  colonial  manufactures  and  trade;  Mo- 
lasses Act  (1733). 

Benefits  of  the  system  to  the  colonies : defence,  bounties, 
preferential  tariffs,  shipping. 

Extent  to  which  the  system  was  enforced. 

Intercolonial  wars  and  the  problem  of  colonial  defence. 
Early  proposals  for  parliamentary  taxation  of  the  colonies. 

B.,  76-78,  80-81,  99-101,  141,  143-145;  M.,  67-71;  Bogart, 
(1914)  90-104;  Andrews,  3-40;  Greene,  30-62,  166-189. 

2.  The  Royal  Provinces. 

A.  Transition  from  chartered  colonies  to  royal  provinces. 

B.  Virginia  as  a royal  province  : the  Old  Dominion  (1625-1775). 

C.  Dominion  of  New  England  (1686-1689). 

Policy  of  colonial  consolidation. 

Loss  of  the  Massachusetts  charter  (1684). 

Extent  of  the  Dominion  of  New  England;  its  collapse. 
B.,  89-97;  M„  67. 

D.  The  provinces  of  the  eighteenth  century. 

New  Hampshire. 

New  York. 

Massachusetts. 

New  Jersey. 

North  Carolina. 

South  Carolina. 

Georgia. 

B.,  99-108. 

E.  Political  system. 

Government. 

Parties  and  leaders. 

F.  Society  and  economic  conditions. 

Population,  immigration  and  labor  system. 

Agriculture,  commerce  and  manufactures. 

G.  Culture. 

Schools  and  colleges. 

Newspapers  and  libraries. 

Professions. 

B.,  134-148,  153-158;  M.,  72-79;  Greene,  3-16,  63-82, 
190-248,  270-300,  301-324. 


11 


V.  The  Struggle  Between  France  and  Great  Britain  for 
North  America 


1.  Relations  between  French  and  English  in  North  America  be- 
fore 1688. 

A.  Relations  with  the  Indians:  the  Five  Nations;  the  fur 

trade. 

B.  Capture  of  Quebec  by  the  English  (1629)  ; restoration  to 

France  (1632). 

C.  Conflicting  claims ; discovery  ; exploration  ; charters. 

B.,  112-114;  Tyler,  284-291. 


2.  King  William’s  War  (1690-1697). 

A.  Effect  of  the  Revolution  of  1688  on  the  relations  between 

France  and  England. 

B.  French  and  Indian  raids;  Schenectady  massacre  (1690). 

C.  Naval  operations. 

D.  First  intercolonial  congress  (1690). 

E.  Indecisive  character  of  the  war;  treaty  of  Ryswick  (1697). 

B.,  115-118;  M.,  91-92;  Greene,  119-135. 


3.  Queen  Anne’s  War  (1702-1713). 

A.  French  and  Indian  raids;  Deerfield  massacre  (1704). 

B.  Spain  in  the  war ; the  southern  colonies. 

C.  Conquest  of  Acadia  (1710). 

D.  Failure  of  expedition  against  Quebec  (1711). 

E.  Peace  of  Utrecht  (1713)  ; expansion  of  the  British  Empire. 

B.,  118-119;  M.,  92-93;  Greene,  136-165;  Atlas:  Greene,  ' 

122. 


4.  Suspension  of  Hostilities  (1713-1744). 

A.  Policy  of  Walpole  and  Fleuri. 

B.  The  French  in  the  West;  Louisiana  and  the  Illinois. 

C.  Erection  of  French  forts  and  trading  posts. 

M.,  93-94;  Thwaites,  France  in  America,  72-99. 

5.  King  George’s  War  (1744-1748). 

A.  War  between  Spain  and  Great  Britain. 

B.  Capture  of  Louisburg  (1745). 

C.  Peace  of  Aix-la-Chapelle  (1748). 

B.,  120 ; M.,  93 ; Thwaites,  99-123. 

6.  The  French  and  Indian  War  (1754-1763). 

A.  Questions  in  dispute  between  the  rivals ; the  Ohio  valley. 

B.  Comparative  resources. 

C.  Disunity  of  the  English  colonies ; early  plans  of  union ; 

the  Albany  plan  (1754). 


12 


D.  French  victories  (1775-1758)  ; generalship  of  Montcalm. 

E.  English  victories;  policy  of  Pitt;  fall  of  Quebec  (1759) 

and  Montreal  (1760). 

F.  Collapse  of  French  power  in  the  West. 

G.  Treaty  of  Paris  (1763)  ; triumph  of  Great  Britain. 

B.,  121-130;  M.,  95-104;  Thwaites,  124-280;  Atlas: 
Thwaites,  268. 

VI.  The  Revolt  of  the  Thirteen  Colonies  and  the  Establish- 
ment of  the  United  States 

1.  The  Attempted  Reform  of  the  British  Colonial  System. 

A.  Need  for  reorganization. 

Experiences  of  the  French  and  Indian  War. 

B.  Readjustment  of  the  commercial  system. 

Suppression  of  smuggling;  admiralty  courts;  Sugar  Act 
(1764). 

C.  The  Indians  and  the  West. 

Royal  proclamation  (1763)  ; conspiracy  of  Pontiac;  pro- 
posed new  colonies  in  the  West;  Quebec  Act  (1774). 

D.  Colonial  defence  and  parliamentary  taxation. 

Permanent  standing  army ; revenue  acts ; Sugar  Act, 
Stamp  Act  (1765). 

B.,  130-132,  161-166;  M.,  107-113;  Howard,  Prelim- 
inaries of  the  Revolution,  47-67,  221-241  ; Atlas  : 
Shepherd,  194. 

2.  Colonial  Opposition. 

A.  Writs  of  Assistance:  James  Otis. 

B.  Royal  disallowance  of  colonial  statutes : Patrick  Henry. 

C.  Opposition  to  the  Sugar  Act. 

D.  Opposition  to  the  Stamp  Act. 

Virginia  resolutions ; mob  violence ; boycott ; Sons  of 
Liberty. 

Concerted  action:  Stamp  Act  congress  (1765). 

Repeal  of  the  Stamp  Act;  Declaratory  Act  (1766). 
Constitutional  questions  involved  in  the  controversy ; 
pamphlet  literature. 

B.,  166-169;  M.,  114-117;  Howard,  68-173;  Van 
Tyne,  American  Revolution,  3-17. 

3.  Progress  of  the  Breach  Between  Great  Britain  and  the  Colonies. 

A.  Townshend  Acts. 

Dickinson’s  Farmer's  Letters. 

Non-importation. 

Virginia  Resolutions  (1769). 

Boston  Massacre  (1770). 


13 


B.  Policy  of  George  III  and  Lord  North. 

Retention  of  the  tea  tax;  Boston  Tea  Party  (1773). 
Coercion  of  Massachusetts : “intolerable  acts.” 

B.,  169-178;  M.,  117-122;  Howard,  259-279;  Van  Tyne, 
17-23. 


4.  Revolutionary  Organization. 

A.  Non-importation  agreements ; committees  of  correspond- 

ence; conventions. 

B.  Continental  congresses  (1774,  1775). 

B.,  178-181;  M.,  122,  127;  Howard,  242-258,  280-295; 
Van  Tyne,  37-49. 

5.  War  and  Political  Reorganization. 

A.  Outbreak  of  hostilities. 

B.  Collapse  of  colonial  governments. 

C.  Independence  (1776). 

D.  Formation  of  state  governments. 

B.,  180-188,  217-219;  M.,  123-125;  127-135 ; Van  Tyne, 
25-36,  50-87,  136-156. 

E.  Military  and  naval  operations. 

B.,  188-198,  200-214;  M.,  136-139,  140-149;  Van  Tyne, 
102-135,  157-174,  269-333;  Atlas:  Shepherd,  195. 

F.  Foreign  relations:  the  French  alliance  (1778). 

G.  The  first  federal  government:  the  Articles  of  Confedera- 

tion. 

H.  The  Loyalists ; the  Revolution  as  a civil  war. 

I.  Treaty  of  peace  (1783). 

B.,  198-200,  214-216,  230-231 ; M.,  139-140,  150-155,  160- 
161;  Van  Tyne,  175-268;  McLaughlin,  The  Confedera- 
tion and  the  Constitution,  3-34;  Atlas:  Shepherd,  196. 


VII.  The  Formation  of  the  Constitution 

1.  The  United  States  under  the  Articles  of  Confederation  (1781- 
1787). 

A.  The  federal  government. 

Organization  and  powers. 

B.  The  state  governments. 

C.  Foreign  relations;  diplomacy. 

D.  Establishment  of  a territorial  system : North-West  Ordi- 

nance (1787)  , 

B,  226-227,  231-235,  238-240;  M.,  159-162,  163,  165-166; 
McLaughlin,  35-52,  89-137. 

E.  Operation  and  defects  of  the  Articles. 

Fundamental  weakness:  state  sovereignty. 


14 


Specific  defects ; finances,  commerce,  currency,  boundary 
disputes,  lack  of  executive  and  judicial  departments, 
form  of  congress. 

F.  Dissatisfaction  of  influential  classes;  failure  to  amend  the 

Articles.. 

G.  Annapolis  convention  (1786)  ; call  for  a federal  convention. 

B.,  222-230,  235-236,  240-242;  M.,  162-167;  McLaughlin, 
53-88,  138-183. 

2.  Making  the  Constitution. 

A.  Personnel  of  the  Convention ; leaders  in  the  convention ; 

classes  represented. 

B.  Radical  and  conservative  plans;  the  Great  Compromise. 

C.  The  constitution  as  a remedy  for  the  defects  of  the  Articles. 

D.  The  constitution  as  the  fundamental  law ; function  of  the 

judiciary. 

E.  Compromises. 

F.  Ratification. 

G.  First  ten  amendments;  bill  of  rights  (1791). 

H.  Structure  and  powers  of  the  federal  government ; powers 

of  the  states. 

B.,  242-254;  M.,  167-182;  McLaughlin,  184-317. 

VIII.  The  Federalist  Regime 

1.  Organization  of  the  New  Government. 

A.  First  election  and  inauguration  (1789). 

B.  Organization  of  executive  and  judicial  departments. 

C.  Tariff  of  1789. 

D.  Work  of  Hamilton. 

Refunding  and  assumption. 

Excise  tax ; Whiskey  Insurrection  (1794). 

First  United  States  Bank  (1791)  ; constitutional  ques- 
tions involved. 

Results  of  Hamilton’s  policy. 

B.,  256-261,  267-269;  M.,  184-191;  Bassett,  Federalist 
System,  3-41,  101-116. 

2.  Development  of  Political  Parties. 

A.  Parties  before  1789. 

B.  The  Federalist  Party ; principles ; classes  composing  it. 

C.  Development  of  opposition:  Jefferson  and  the  Democratic- 

Republican  Party. 

D.  Elections  of  1792  and  1796;  growth  of  party  machinery. 

B.,  269-271,  273-274,  276-277;  M.,  192-194,  199-200; 
Bassett,  42-55,  136-149. 


15 


3.  Foreign  Relations. 

A.  International  situation  in  Europe  (1789-1802). 

B.  Relations  with  England. 

Causes  of  friction. 

Jay  Treaty  (1795). 

C.  Relations  with  France. 

Genet’s  mission;  Washington’s  proclamation  of  neutrality 
(1793). 

X.  Y.  Z.  affair  (1798);  naval  hostilities;  resumption  of 
diplomatic  relations  by  Adams;  treaty  of  1801. 

D.  Relations  with  Spain. 

Causes  of  friction. 

Treaty  of  1795. 

B.,  261-267,  271-273,  277-282;  M.,  194-202;  Bassett, 
56-100,  117-135,  218-251;  Atlas:  Bassett,  70. 

4.  Indian  Relations  and  the  Northwest. 

A.  Beginnings  of  American  settlement  in  the  Northwest ; 

Indian  treaties. 

B.  War  with  the  northwestern  tribes ; St.  Clair’s  defeat ; 

Wayne’s  victory  (1794). 

B.,  261-263;  Bassett,  56-68;  Atlas:  Bassett,  58. 

5.  Fall  of  the  Federalist  Party. 

A.  Split  in  the  party : Adams  and  Hamilton. 

B.  Unpopular  legislation. 

War  taxes ; naturalization  law ; alien  and  sedition  acts. 
Opposition : Kentucky  and  Virginia  resolutions. 

C.  Election  of  1800-1801. 

B.,  283-290;  M.,  202-205;  Bassett,  252-296;  Atlas:  Bas- 
sett, 290. 

IX.  The  Jeffersonian  System 

1.  Political  Theories  of  Jefferson. 

A.  Democracy. 

B.  Individualism ; laissez-faire. 

C.  States  rights. 

B.,  291-292;  M.,  205-206. 

2.  Internal  Administration. 

A.  Retrenchment. 

B.  Appointments  and  removals. 

C.  Repeal  of  Federalistic  legislation. 

B.,  292-295;  M.,  207 ; Channing,  Jeffersonian  System , 3-35. 


16 


3.  Louisiana. 

A.  Louisiana  under  France  and  Spain. 

B.  Retrocession  to  France  (1800). 

C.  The  purchase  (1803). 

Napoleon's  reasons  for  selling. 

Illegality  of  the  sale. 

Federalist  opposition  to  the  treaty ; constitutional  ques- 
tions involved. 

Boundaries  of  the  territory. 

D.  Exploration  of  the  West : Lewis  and  Clark. 

B.,  296-300,  355-357;  M.,  207-211  Channing,  47-99; 
Atlas  : Shepherd,  198-199;  Channing,  94. 

4.  Foreign  Relations  and  the  Embargo. 

A.  Barbary  wars. 

B.  Friction  with  England  and  France. 

Commercial  warfare  of  Napoleon  and  England : paper 
blockades ; Rule  of  1756 ; impressment. 

Failure  of  diplomacy. 

C.  Embargo  (1807-1809). 

Purposes. 

Operation  and  results. 

Constitutional  aspects. 

Failure  and  repeal. 

B.,  295-296,  306-311,  349;  M„  213-216;  Channing,  169- 
232. 

5.  Approach  of  War. 

A.  Diplomatic  relations  with  England  and  France  under  Madi- 

son. 

B.  Affair  of  the  President  and  Little  Belt  (1811). 

C.  Northwestern  Indians:  Tippecanoe  (1811). 

B.,  313-320;  M,  216-218;  Channing,  233-269;  Babcock, 
Rise  af  American  Nationality,  37-49;  Atlas:  Chan- 
ning, 258. 

X.  The  Growth  of  Nationalism 

1.  The  War  of  1812. 

A.  Unpreparedness  of  the  United  States. 

Results  of  the  Jeffersonian  policies. 

B.  The  “young  Republicans” ; war  measures. 

C.  Causes  and  declaration  of  war. 

D.  Strategy  and  principal  military  and  naval  operations. 

B.,  320-333;  M.,  218-223;  Babcock,  50-149;  Atlas:  Shep- 
herd, 200. 


17 


E.  Finances  and  Currency. 

Loans,  taxes,  state  banks. 

F.  Opposition  to  the  war. 

New  England  and  the  Hartford  Convention  (1814). 

G.  Peace. 

Treaty  of  Ghent  (1814). 

B.,  333-338;  M.,  222-224;  Babcock,  150-186,  216-223. 

H.  Results. 

M,  229-230;  Babcock,  187-201. 

2.  The  Second  United  States  Bank. 

A.  Act  of  1816. 

B.,  348,  363-364;  M.,  231-233;  Babcock,  216-230. 

3.  The  Tariff  of  1816. 

A.  Demand  for  protection. 

B.  Act  of  1816. 

C.  Further  demands  for  protection. 

B.,  348-349,  364;  M.,  269-270;  Babcock,  231-242. 

4.  The  West  and  Internal  Improvements. 

A.  Increase  of  immigration  to  the  West. 

B.  Transportation;  agitation  for  internal  improvements. 

C.  The  Bonus  Bill;  Madison’s  veto  (1817). 

D.  Construction  of  improvements  by  the  states  and  by  private 

action. 

E.  Advent  of  railway  transportation. 

B.,  341-345,  365-367,  394-396 ; M.,  245-251 ; Babcock,  243- 
258;  Turner,  Rise  of  the  New  West,  224-235,  286-294; 
MacDonald,  Jacksonian  Democracy,  134-147. 

5.  Adjustment  of  National  Boundaries. 

A.  Treaty  of  1818  with  Great  Britain. 

B.  Treaty  of  1819  with  Spain. 

Seminole  War  and  Florida  Purchase. 

Determination  of  the  western  boundary  of  the  United 
States. 

B.,  368-371;  M.,  236-240;  Babcock,  259-289;  Atlas: 
Babcock,  272. 

6.  Judicial  Decisions. 

A.  Political  and  constitutional  views  of  Marshall. 

B.  Implied  powers:  McCulloch  v.  Maryland  (1819). 

C.  Power  of  the  federal  government  to  acquire  territory: 

American  Insurance  Company  v.  Canter  (1828). 

D.  Appeals  from  state  courts  to  the  Supreme  Court;  Martin 

v.  Hunter’s  Lessee  (1816). 


18 


E.  Interstate  commerce:  Gibbons  v.  Ogden  (1824). 

B.,  357-360;  M.,  233-235 ; Babcock,  290-308. 

7.  Foreign  Policy:  Monroe  Doctrine. 

A.  Relations  with  the  Latin-American  republics. 

B.  The  Holy  Alliance. 

C.  Advance  of  Russia  in  the  Northwest. 

D.  Monroe’s  message  of  1823 ; principles  of  the  “doctrine.” 

E.  Later  applications  of  the  Monroe  Doctrine. 

B.,  375-377;  M.,  236-243 ; Turner,  199-223. 

8.  Beginnings  of  American  Literature. 

A.  Characteristics  of  American  writing  before  the  nineteenth 

century. 

B.  Irving,  Cooper,  Bryant. 

C.  Periodicals  and  reviews. 

M.,  235-236 ; Trent  and  Erskine,  Great  American  Writers, 
chapters  I-IV. 

XI.  The  Industrial  Revolution 

1.  American  Industry  Before  the  Nineteenth  Century. 

A.  Manufactures. 

Domestic  system. 

Beginning  of  the  movement  for  protection;  tariff  of 
1789;  Hamilton’s  Report  on  Manufactures  (1791). 
Obstacles  to  the  development  of  manufactures. 

B.  Agriculture. 

Plantation  system  in  the  South. 

Small  farms  in  the  North. 

Implements  and  methods  of  cultivation. 

Labor. 

C.  Commerce  and  transportation. 

Ship-building ; merchant  marine. 

Means  of  transportation : wagon,  horseback,  sailboat, 
river-boat. 

Bogart  Economic  History  (1914),  154-155,  140-144, 
122-123,  222-228,  205-214. 

2.  Mechanical  Inventions  and  the  Introduction  of  Machinery. 

A.  Manufactures. 

Introduction  of  new  inventions. 

Effects  of  the  embargo  and  war. 

Demand  for  protection ; tariff  acts  of  1816, 1818, 1824, 1828. 
Arguments  for  and  against  protection. 

Rise  of  the  factory  system ; factory  towns ; immigration 
and  labor  agitation. 


19 


B.  Agriculture. 

Growing  demand  for  cotton  in  England. 

Whitney’s  cotton  gin  (1793). 

Growth  of  cotton  culture. 

Farming  machinery. 

C.  Transportation. 

The  steamboat ; early  experiments ; Fulton. 

Railways ; the  steam  engine ; early  railway  building. 
M.,  289-291 ; Bogart,  148-156,  162-173,  185-186,  133-140, 
128-130,  263-268,  216-219,  230-235. 

3.  Immediate  Results  of  the  Industrial  Revolution. 

A.  Growth  of  sectionalism. 

The  principal  sections  of  the  United  States;  economic 
and  social  divergence. 

The  tariff  and  slavery. 

B.  Westward  Expansion. 

Southwest ; cotton  culture. 

Northwest;  improved  transportation;  agricultural  ma- 
chinery, new  markets,  immigration. 

Organization  of  new  states. 

C.  Growth  of  democracy. 

Influence  of  the  West ; frontier  society. 

Growth  of  a working  class  in  the  East ; new  cities. 
Agitation  for  universal  suffrage. 

New  state  constitutions. 

M.,  260-262,  291-292;  Bogart,  170-185;  Turner,  5-110. 

XII.  The  Growth  of  Sectionalism 

1.  Factional  Controversy. 

A.  “Era  of  Good  Feeling.” 

Favorite  sons. 

B.  Election  of  1824-1825. 

C.  Presidency  of  John  Quincy  Adams. 

Administration  and  opposition  factions. 

Formation  of  parties:  National  Republicans;  Demo- 
cratic-Republicans. 

B.,  367-368,  377-381,  382-384;  M.,  251-260;  Turner, 
172-198,  245-285. 

2.  Sectionalism  and  State  Sovereignty. 

A.  Georgia  and  the  Indians. 

B.  The  Webster-Hayne  Debate. 

B.,  396-399,  400-401 ; M.,  264-265,  279-281 ; Turner,  299- 
313;  MacDonald,  89-111,  169-182. 


20 


C.  The  Tariff. 

Conflicting  sectional  interests. 

Acts  of  1824  and  1828;  Calhoun  and  the  “South  Caro- 
lina Exposition.” 

Act  of  1832 ; nullification  in  South  Carolina. 

Jackson’s  proclamation. 

Compromise  tariff  of  1833. 

B.,  384-388,  399-400,  407-410;  M.,  267-275;  281-282; 
Turner,  236-244,  314-332;  MacDonald,  67-88,  148-168. 

D.  Slavery  and  Abolition. 

Slavery  in  the  colonies. 

Anti-slavery  sentiment  of  the  Revolutionary  epoch. 
Slavery  and  the  Constitution. 

Perpetuation  and  increase  of  slavery  in  the  South. 
Anti-slavery  sentiment  in  the  North ; abolition  by  state 
action. 

Slavery  in  the  West ; Missouri  Compromise. 
Abolitionism ; William  Lloyd  Garrison. 

Slavery  question  in  Congress. 

Slavery  and  politics ; the  Liberty  Party. 

B.,  350-352,  371-375,  428-431 ; M.,  303-327 ; Hart,  Slav- 
ery and  Abolition,  49-66,  92-295,  309-323;  Atlas: 
Hart,  126. 

XIII.  The  Growth  of  Democracy:  The  Jacksonian 

Epoch 

1.  Extension  of  the  Suffrage  and  Increase  of  Elective  Offices. 

A.  New  states  in  the  West. 

B.  New  state  constitutions  in  the  East. 

B.,  463,  472-476;  Turner,  106-110;  MacDonald,  13-14, 
256-268. 

2.  The  Election  of  1828. 

A.  Inauguration  of  the  “people’s  president.”  v 

B.,  388-390,  392;  M.,  266-267;  MacDonald,  28-42. 

3.  The  Cabinet  and  the  Spoils  System. 

A.  The  “kitchen  cabinet.” 

B.  Removals  and  appointments. 

B.,  392-394;  M.,  278;  MacDonald,  43-66. 

4.  Destruction  of  the  Second  United  States  Bank. 

A.  Jackson’s  hostility  to  the  Bank. 

B.  Clay  and  the  bill  to  recharter  the  Bank;  Jackson’s  veto. 

C.  Election  of  1832. 


21 


D.  Removal  of  the  deposits;  pet  banks. 

E.  Censure  of  the  president  by  the  Senate ; protest. 

F.  Formation  of  the  Whig  Party. 

B.,  403-405,  411-415,  M.,  282-286;  MacDonald,  112-133, 
184-199,  218-239. 

5.  Development  of  Party  Machinery. 

A.  Nominating  conventions. 

B.,  403-404;  Turner,  252-254;  MacDonald,  193-196,  268- 
269. 

6.  Foreign  Affairs  under  Jackson. 

A.  Relations  with  France;  settlement  of  claims. 

B.  Relations  with  Great  Britain ; West  India  trade. 

C.  Relations  with  Texas;  recognition  of  independence. 

B.,  415-422;  MacDonald,  200-217. 

7.  The  Panic  of  1837  and  the  Independent  Treasury. 

A.  Speculation  in  western  lands. 

B.  State  banking. 

C.  Distribution  of  the  surplus. 

D.  Specie  Circular  (1836). 

E.  Financial  crisis. 

F.  Van  Buren  and  the  Independent  Treasury. 

B.,  422-426,  432-433;  M,  286-289;  MacDonald,  276-305 ; 
Hart,  296-308. 


XIV.  Territorial  Extension 

1.  The  Field  for  Expansion  in  1840. 

A.  Texas. 

B.  Oregon. 

C.  California. 

M.,  328-330;  Garrison,  Westward  Extension,  3-42. 

2.  Tyler  and  the  Whigs. 

A.  Election  of  1840. 

B.  The  Bank;  quarrel  between  Tyler  and  the  Whig  Party. 

C.  Repeal  of  the  sub-treasury  system ; tariff  of  1842. 

B„  433-436;  M.,  336-337;  Garrison,  43-66,  174-177,  179- 
184. 

3.  Adjustment  of  the  Northeastern  Boundary. 

A.  Disputes  between  Great  Britain  and  the  United  States. 

B.  The  Webster-Ashburton  treaty  (1842). 

B.,  437-438 ; M.,  337 ; Garrison,  67-84 ; Atlas  : Garrison, 
72. 


22 


4.  Texas. 

A.  Anglo-American  colonization. 

B.  Revolt  from  Mexico;  independence  (1836). 

C.  Recognition  by  the  United  States  (1837). 

D.  Early  proposals  for  annexation  to  the  United  States. 

E.  Foreign  relations  of  Texas  (1838-1842)  ; British  influence. 

F.  Treaty  of  annexation  (1844)  ; rejection  by  the  senate. 

G.  Election  of  1844;  “re-annexation”  of  Texas. 

H.  Annexation  by  joint  resolution  (1845). 

B.,  419-422,  438-439,  441-444;  M.,  338-341 ; Garrison,  22- 
34;  85-156;  Atlas:  Garrison,  104. 

5.  Oregon. 

A.  Extent  of  territory;  early  explorations  and  claims. 

B.  Joint  occupation  by  Great  Britain  and  the  United  States : 

treaties  of  1818  and  1827. 

C.  Beginning  of  American  colonization. 

D.  Election  of  1844;  “re-occupation”  of  Oregon. 

E.  Negotiations  with  Great  Britain  under  Polk. 

F.  “Fifty-four  forty  or  fight.” 

G.  Compromise:  treaty  of  1846. 

B.,  355-357,  439-441,  445-446;  M.,  331-332,  340,  341-342; 
Garrison,  157-173;  Atlas:  Garrison,  72. 

6.  The  War  with  Mexico  (1846-1848). 

A.  Preliminary  diplomacy. 

Questions  in  dispute  between  Mexico  and  the  United 
States. 

Slidell  mission. 

Failure  of  diplomacy. 

B.  War. 

Taylor  on  the  Rio  Grande. 

Occupation  of  New  Mexico  and  California. 

Scott’s  campaign  against  the  City  of  Mexico  (1847). 
Santa  Anna’s  campaign  against  Taylor : Buena  Vista 
(1847). 

Whig  opposition  to  the  war. 

C.  Peace. 

Treaty  of  Guadalupe-Hidalgo  (1848)  ; territory  acquired 
by  the  United  States. 

B.,  446-450;  M.,  342-349;  Garrison,  188-253;  Atlas: 
Garrison,  244;  Shepherd,  198-199,  201. 

7.  The  Gadsden  Purchase. 

Smith,  Parties  and  Slavery,  79-80 ; Atlas  : Shepherd, 
198-199. 


23 


XV.  Slavery  in  the  Territories 


1.  Methods  of  Dealing  with  the  Problem. 

A.  Congressional  prohibition:  Wilmot  Proviso  (1846). 

B.  Extension  of  the  Missouri  Compromise  line  to  the  Pacific. 

C.  Constitutional  protection : Calhoun-Davis  doctrine. 

D.  “Popular  sovereignty” : non-intervention  by  congress. 

B.,  450,  454;  M.,  351-353;  Garrison,  254-268,  294-301. 

2.  Oregon. 

A.  Bill  for  territorial  organization,  excluding  slavery;  Davis 

amendment. 

B.  Organization  as  free  territory  (1848). 

B.,  452-453 ; M.,  353 ; Garrison,  301-305. 

3.  Campaign  of  1848. 

A.  Candidates  and  platforms. 

B.  Free-Soil  Party. 

B.,  451-452;  M.,  354-355 ; Garrison,  269-284. 

4.  The  Mexican  Cession* 

A.  California. 

Discovery  of  gold  and  settlement. 

Free  state  constitution  of  1849;  southern  threats  of  dis- 
union. 

B.  New  Mexico. 

Character  of  the  country;  sparseness  of  population. 

C.  Compromise  of  1850. 

Admission  of  California  as  a free  state. 

Territorial  organization  of  New  Mexico  and  Utah  with- 
out slavery  restriction. 

Adjustment  of  Texas  boundary. 

Abolition  of  slave  trade  in  the  District  of  Columbia. 
Fugitive  slave  law. 

B.,  454-458,  480-482;  M.,  356-364;  Garrison,  305-332. 

5.  Compromise  as  a “Finality.” 

A.  Election  of  1852;  victory  of  the  Democrats. 

B.  Prosperity. 

Growth  of  industry;  tariff  of  1846. 

Transportation:  railway  extension;  projects  of  an  inter- 
oceanic  canal:  Clayton-Bulwer  treaty  (1850). 

C.  Fugitive  slave  law  in  operation. 

Opposition  in  the  North : Underground  Railroad. 
General  acquiescence  in  the  law. 

B.,  445,  458,  463-465,  482,  485-486;  M.,  364-371 ; Gar- 
rison, 285-293;  Smith,  Parties  and  Slavery,  14-74; 
Atpas:  Smith,  6. 


24 


6.  The  Kansas-Nebraska  Act  (1854). 

A.  Motives  of  Douglas. 

B.  Popular  Sovereignty  and  repeal  of  the  Missouri  Com- 

promise. 

C.  Indignation  throughout  the  North. 

D.  End  of  the  Whig  Party. 

B.,  486-489;  M.,  379-386;  Smith,  94-108;  Atxas:  Smith, 
106. 

7.  Formation  of  the  Republican  Party. 

A.  Conditions  favoring  the  formation  of  a new  party. 

Northern  Whigs. 

Anti-Nebraska  Democrats. 

Free-Soilers. 

Know-Nothings. 

B.  Birth  of  the  new  party  (1854). 

C.  Elections  of  1854;  Democratic  losses. 

D.  Campaign  of  1856. 

Republican  candidate  and  platform ; election  of  Buchanan. 

B.,  461-463,  493-497;  M.,  386-387,  393-395;  Smith,  108- 
120,  136-148,  161-173. 

8.  Popular  Sovereignty  in  Operation:  The  Struggle  for  Kansas. 

A.  Sectional  importance  of  Kansas. 

B.  Emigrant  Aid  Society;  organization  of  a free-state  gov- 

ment : the  Topeka  constitution  (1855). 

C.  Pro-slavery  territorial  legislature;  border  ruffians. 

D.  Assault  on  Senator  Sumner  (1856). 

E.  Civil  War  in  Kansas. 

F.  Lecompton  constitution  (1857)  ; breach  between  Douglas 

and  Buchanan. 

G.  Admission  of  Kansas  as  a free  state  (1861). 

B.,  489-493;  M,  388-395;  Smith,  120-135,  149-160;  209- 
227. 

9.  The  Dred  Scott  Decision  (1857). 

A.  Make-up  of  the  Supreme  Court. 

B.  The  facts  of  the  case. 

C.  Decision  and  dicta. 

D.  Bearing  of  the  case  on  politics. 

B.,  497-499;  M.,  396-397;  Smith,  190-208. 

10.  The  Lincoln-Douglas  Debate  (1858). 

A.  Earlier  career  of  Lincoln. 

B.  The  Illinois  senatorship. 

C.  The  joint  debates. 

The  Freeport  Doctrine. 

B.,  499-502 ; M.,  399-402 ; Smith,  227-235. 


25 


11.  The  John  Brown  Raid  (1859). 

A.  Previous  career  of  Brown. 

B.  The  Harpers  Ferry  raid ; purposes  of  Brown. 

C.  Effects  on  sectional  agitation,  v 

B.,  502-504 ; M.,  406-408 ; Chadwick,  Causes  of  the  Civil 
War,  67-69. 

12.  The  Campaign  of  1860. 

A.  The  Charleston  convention : split  in  the  Democratic  party : 

Douglas  and  Breckenridge  Democrats. 

B.  The  Chicago  convention : Lincoln  and  the  Republican  plat- 

form. 

C.  The  Constitutional  Union  party. 

D.  Election  of  Lincoln. 

B.,  504-509;  M.,  408-412;  Chadwick,  109-135;  Atpas  : 
Chadwick,  132. 


XVI.  The  Civil  War. 

1.  North  and  South  on  the  Eve  of  War. 

A.  Comparative  resources. 

Population  : immigration  ; slavery. 

Commerce;  agriculture;  manufactures;  transportation. 

B.  Sectional  interpretations  of  the  constitution. 

Nationalism  : constitutional  theories  of  Webster. 

State  sovereignty : constitutional  theories  of  Calhoun. 
M.,  430-436 ; Chadwick,  3-53  ; Hosmer,  Appeal  to  Arms \ 
3-18. 

2.  Secession. 

A.  South  Carolina. 

Causes. 

B.  The  gulf  states. 

C.  Formation  of  the  Confederacy. 

D.  Buchanan  and  secession. 

E.  Attempts  at  conciliation. 

Peace  congress. 

Crittenden  Compromise. 

F.  Inauguration  of  Lincoln. 

Inaugural  address. 

Cabinet. 

G.  Fort  Sumter. 

Bombardment  and  surrender. 

Call  for  troops. 

Effects  on  North  and  South. 

H.  Completion  of  secession. 


26 


I.  Northern  and  southern  views  of  secession. 

B.,  511-518;  M.,  413-428;  Chadwick,  136-342. 

3.  Military  and  Naval  Operations  of  the  War. 

A.  Strategy. 

B.  Principal  operations. 

B.,  518-571;  M.,  436-460,  462-467. 

4.  Non-Military  Events. 

A.  Finances. 

B.,  574-576;  M.,  453  and  footnote;  Hosmer,  Outcome  of 
the  Civil  War,  13-22. 

B.  Foreign  relations. 

Great  Britain:  proclamation  of  neutrality;  Trent  affair; 

confederate  commerce  destroyers. 

France:  attitude  of  Napoleon  III.  toward  the  Confed- 
eracy ; Maximilian  in  Mexico. 

Russia. 

B.,  521-524,  588-589;  M.,  442;  Hosmer,  Appeal,  74-78, 
306-322;  Hosmer,  Outcome,  251-253. 

C.  The  government  and  the  war  power. 

Arbitrary  arrests. 

Conscription  Act;  draft  riots. 

Confiscation  acts ; emancipation  proclamation. 

Political  opposition. 

B.,  572-574,  585-586;  Hosmer,  Outcome,  3-13. 

D.  Emancipation. 

Abolition  of  slavery  in  the  District  of  Columbia  and  the 
territories  (1862). 

Lincoln’s  plan  of  compensated  emancipation. 

Confiscation  acts. 

Emancipation  Proclamation  (1863)  ; purposes,  effects, 
constitutionality. 

Thirteenth  amendment  (1865). 

B.,  577-581;  M.,  469-475;  Hosmer,  Appeal,  201-217; 
Hosmer,  Outcome,  124-127,  221-223 ; Atlas  : Hosmer 
Appeal , 214. 

E.  Political  campaigns. 

Elections  of  1862. 

Presidential  election  of  1864. 

B.,  581-585;  M„  460-462;  Hosmer,  Appeal,  216;  Hos- 
mer, Outcome,  145-162. 

F.  Social  and  Economic  Conditions  during  the  war. 

Industrial  progress  in  the  North. 

Economic  ruin  of  the  South. 

B.,  590-592 ; Hosmer,  Outcome,  249-289. 


27 


XVII.  The  Epoch  of  Reconstruction 


1.  Projects  for  Restoration  during  the  War. 

A.  Lincoln’s  plan  (1863). 

Tennessee,  Louisiana,  Arkansas. 

B.  The  Wade-Davis  bill  (1864). 

B.,  594-599;  M.,  478-479;  Hosmer,  Outcome , 123-144; 
Dunning,  Reconstruction , 13-15. 

2.  Johnson’s  Plan  of  Reconstruction  (1865). 

A.  Early  attitude  of  Johnson  toward  the  South;  assassina- 

tion of  Lincoln. 

B.  Influence  of  Seward. 

C.  Presidential  restoration. 

Johnson’s  proclamations. 

Southern  conventions ; conditions  imposed ; white  elec- 
torate. 

Establishment  of  state  governments ; problem  of  the 
freedmen. 

B.,  599-604 ; M.,  467-469,  477,  482 ; Dunning,  18-50. 

3.  The  First  Congressional  Plan  (1866). 

A.  Breach  between  the  president  and  congress. 

Rise  of  Thaddeus  Stevens. 

Refusal  of  congress  to  recognize  the  “Johnson”  states. 
The  president’s  vetoes. 

B.  The  Fourteenth  Amendment. 

The  Reconstruction  Committee. 

Restoration  of  Tennessee  (1866). 

C.  Election  of  1866. 

“Swinging  round  the  circle.” 

Radical  victory. 

D.  Rejection  of  the  Fourteenth  Amendment  by  the  South. 

B.,  604-609;  M.,  482-484;  Dunning,  51-84. 

4.  Radical  Reconstruction. 

A.  Acts  of  congress  (1867). 

B.  Process  of  reconstruction. 

Military  government. 

Enfranchisement  of  freedmen. 

Disfranchisement  of  leading  ex-Confederates. 
Carpet-baggers  and  scalawags. 

Conventions;  constitutions;  reconstructed  state  govern- 
ments ; corruption. 

Adoption  of  the  Fourteenth  and  Fifteenth  Amendments. 
White  opposition:  Ku  Klux  Klan;  federal  repression. 


28 


C.  Undoing  of  radical  reconstruction. 

Withdrawal  of  federal  troops. 

Recovery  of  white  supremacy:  disfranchisement  of  the 
negroes. 

Disappearance  of  the  Republican  party ; the  “solid  south.” 
The  race  problem. 

B„  609-613,  619-638 ; M.,  484-489 ; Dunning,  92-98,  109- 
123,  174-189,  203-219,  266-280. 

5.  The  Impeachment  of  President  Johnson  (1868). 

A.  Acts  of  congress  curbing  the  president:  Tenure  of  Office 

Act  (1867). 

B.  Suspension  and  removal  of  Stanton. 

C.  Impeachment. 

D.  The  trial. 

Partisanship. 

Failure  to  convict. 

Constitutional  importance. 

B.,  613-617;  M.,  489-490;  Dunning,  85-92,  98-108. 

6.  The  Administrations  of  Grant  (1869-1877). 

A.  Election  of  1868. 

B.  Fifteenth  amendment. 

C.  Opposition  to  Grant  and  radical  reconstruction. 

Failure  of  the  Liberal  Republican  movement;  re-election 
of  Grant. 

Election  of  1874. 

Governmental  corruption. 

B.,  640-643,  644-652;  M.,  491-495;  Dunning,  124-135, 
190-202,  238-251,  281-293. 

7.  Foreign  Relations  (1865-1877). 

A.  France. 

Napoleon  III.  and  Mexico. 

Collapse  of  the  empire  of  Maximilian. 

B.  Russia. 

Alaska  purchase  (1867). 

C.  Great  Britain. 

Treaty  of  Washingtonu  (1871)  ; settlement  of  disputed 
questions  : Alabama  claims ; Northwestern  boundary ; 
fisheries. 

B.,  643-644,  669-674;  M.,  497-500;  Dunning,  151-173. 

8.  The  Disputed  Presidential  Election  of  1876. 

A.  Returning  boards. 

B.  Electoral  commission. 

B.,  652-658;  M.,  495-497;  Dunning,  294-341. 

29 


9.  Economic  Development. 

A.  Currency  and  finances. 

B.  Agriculture  and  manufactures;  protective  tariff. 

C.  Mining  and  transportation : railway  development. 

D.  Panic  of  1873. 

M.,  505-520;  Dunning,  136-150,  220-237. 

XVIII.  Industrialism  and  Politics 

1.  Character  of  Recent  American  History. 

M.,  505-510;  Wilson,  Division  and  Reunion,  289-292; 
Dewey,  National  Problems,  3-20. 

2.  The  Growth  of  Industry. 

A.  Agriculture  and  Mining. 

Development  of  the  West;  new  states. 

B.,  676-680;  M.,  548-549;  Wilson,  295-298;  Sparks, 
National  Development,  251-264;  Bogart  (1914) 
306-326. 

B.  Transportation  and  Commerce. 

Railroads  and  Indian  Wars. 

B.,  680-691,  731-734;  M.,  512-514,  540-543;  Sparks,  53- 
67;  Wilson,  304-309;  Bogart,  348-361. 

C.  Manufactures  and  Labor. 

Corporations : beginning  of  the  trust  movement. 

Labor  unions:  strikes,  American  Federation  of  Labor; 
injunctions. 

B.,  736-739;  741-744;  Bogart,  407-423,  472-487. 

D.  Conditions  in  the  South. 

E.  Panic  of  1893. 

B.,  753-757;  M.,  538-540;  Sparks,  63-83;  Dewey,  40-56; 
288-296 ; Wilson,  298-304. 

3.  The  Republican  Party  (1877-1885). 

A.  Administration  of  Hayes. 

Policy  toward  the  South ; undoing  of  reconstruction. 

B.  Election  of  1880. 

Grant  and  the  third  term. 

Blaine-Conkling  feud. 

C.  Administrations  of  Garfield  and  Arthur. 

B.,  693-697,  701-705. 

4.  The  Cleveland  Democracy. 

A.  The  Election  of  1884. 

B.  First  Administration  of  Cleveland : executive  indepen- 

dence. 

B.,  716-721;  M.,  527-531,  533-535;  Sparks,  327-351. 


30 


5.  Attempts  at  Reform  (1880-1896). 

A.  Railroads. 

Opposition : Granger  movement. 

Interstate  Commerce  Act  (1887). 

Interstate  Commerce  Commission;  subsequent  enlarge- 
ment of  powers. 

B.,  732-735. 

B.  Trusts. 

Growth  of  combination  in  industry. 

Popular  opposition:  Sherman  Act  (1890);  non-enforce- 
ment. 

Influence  of  trusts  on  politics;  judicial  interpretation  of 
the  Fourteenth  Amendment. 

B.,  736-740;  M.,  538,  540-543;  Dewey,  188-202; 
Bogart,  452-471. 

C.  Civil  Service. 

Spoils  System. 

Pendleton  Act  (1883)  ; Civil  Service  Commission. 
Progress  of  Civil  Service  Reform. 

B.,  707-712;  M.,  524-526;  Sparks,  154-164,  182-201; 
Wilson,  320-322. 

D.  Tariff. 

Maintenance  of  Protection. 

Movement  for  reform. 

Cleveland  and  the  tariff : message  of  1887. 

Election  of  1888. 

Increase  of  protection : Act  of  1890. 

Election  of  1892 : Wilson-Gorman  Act  ( 1894) . 

B.,  712-715,  721-730;  M.,  535-538,  550-551,  560-562; 
Sparks,  282-304;  Dewey,  57-75,  174-187,  277-287. 

6.  The  Currency. 

A.  Demonetization  of  Silver  (1873). 

B.  Agitation  for  resumption  of  silver  coinage. 

C.  Bland- Allison  Act  (1878). 

D.  Resumption  of  specie  payments  (1879). 

E.  Greenback  Party. 

F.  Sherman  Silver  Purchase  Act  (1890). 

G.  Panic  of  1893  and  repeal  of  Sherman  Act. 

H.  Agitation  for  free  coinage:  the  Populist  Party. 

I.  Election  of  1896;  defeat  of  free  coinage. 

B.,  668-669,  697-701,  746-748,  750,  753-763;  M.,  517-518,  551, 
556,  557-560,  567-572;  Sparks,  137-153 ; Dewey,  76-90, 
220-237,  252-276,  314-328;  Wilson,  314-320. 


31 


XIX.  Imperialism 


1.  Samoa  and  Hawaii. 

A.  American  interests  in  the  Pacific. 

B.,  764-766,  771-774. 

2.  Cuba. 

A.  Early  American  interest  in  the  island. 

B.  Insurrection  of  1895-1898 ; Weyler  and  “reconcentration.” 

C.  Attitude  of  the  Cleveland  and  McKinley  administrations. 

D.  Destruction  of  the  Maine  (1898). 

B.,  782-789;  M.,  574-576;  Latane,  America  as  a World 
Power , 3-28;  Wilson,  328-332. 

3.  The  War  with  Spain  (1898). 

z\.  Military  and  naval  operations  in  Cuba  and  the  Philippines. 
B.  Peace. 

Treaty  of  Paris;  territorial  gains  of  the  United  States. 
B.,  789-806;  M.,  576-583;  Latane,  29-81;  Wilson,  332- 
338. 

4.  The  Philippines. 

A.  Insurrection  of  1899-1902. 

B.  Government  of  the  islands. 

B.,  809-812;  M.,  583,  584-586;  Latane,  82-99,  153-174; 
Wilson,  338-342. 

5.  Constitutional  Questions  Involved  in  the  Government  of  De- 

pendencies. 

A.  Important  judicial  decisions. 

B,  813-814;  Latane,  133-152. 

6.  Relations  between  the  United  States  and  Cuba. 

A.  The  Platt  amendment  (1901). 

B.,  806-807;  M.,  586;  Latane,  175-191;  Wilson,  342-344. 

7.  Anti-Imperialism. 

A.  The  presidential  election  of  1900. 

B.,  827;  M.,  583-584;  Latane,  120-132. 

8.  The  United  States  in  the  Orient. 

A.  The  “open  door.” 

B.  The  Boxer  uprising  (1900). 

C.  Relations  with  Japan. 

B.,  775-777,  822-824;  M.,  589-590;  Latane,  100-119;  Wil- 
son, 344-349. 


32 


9.  The  Panama  Canal. 

A.  Early  interest  in  an  isthmian  canal.  , 

B.  Operations  of  the  French  company. 

C.  Hay-Pauncefote  treaty  (1902). 

D.  Revolution  in  Panama;  Hay-Bunau-Varilla  treaty  (1904) 

canal  zone. 

E.  Construction  of  the  canal. 

B.,  814-822;  M.,  600-604;  Latane,  204-223;  Wilson,  349- 
350. 

10.  Relations  with  Latin-America. 

A.  Chile. 

B.  The  Monroe  Doctrine. 

Cleveland  and  the  Venezuela  boundary  (1893). 
Roosevelt  and  Santo  Domingo. 

Wilson  and  Mexico. 

C.  Pan-Americanism. 

Congresses. 

A.  B.  C.  Powers. 

B.,  768-771,  777-781,  826-827;  M.,  566-567,  604-605; 
Dewey,  304-313 ; Latane,  255-268. 

XX.  The  Reform  Movement 

A.  The  Trusts. 

Policies  of  Roosevelt  and  Taft ; dissolutions ; proposed 
methods  of  dealing  with  trusts ; the  Progressive  Party. 
B.,  829-832. 

B.  The  Tariff. 

The  Payne-Aldrich  Law. 

The  Insurgents;  the  revolt  against  Cannon,  and  the  con- 
gressional election  of  1910. 

Rejection  of  Canadian  Reciprocity. 

Tariff  bills  of  1911. 

The  Democrats  and  the  Underwood  Bill  (1913). 

B.,  837-842. 

C.  The  Currency. 

The  Aldrich  plan. 

The  Federal  Reserve  Act. 

D.  Civil  Service. 

Extension  of  the  Merit  System. 

E.  Exploitation  of  Natural  Resources. 

The  conservation  movement. 

F.  Government  of  cities. 

Revolt  against  “rings”  and  bosses. 

Commission  government. 

Home  Rule. 


33 


G.  Politics. 

Distrust  of  legislatures:  direct  popular  action:  initia- 
tion, referendum,  recall;  popular  election  of  U.  S. 
senators. 

Opposition  to  bosses  and  conventions:  direct  primaries. 
Woman  suffrage. 

The  Progressive  Party. 

Election  of  1912. 

B.,  843-848. 

H.  Socialism. 

The  Socialistic  parties. 


34 


MAP  STUDIES. 


“Man  can  no  more  be  scientifically  studied  apart  from  the  ground 
which  he  tills,  or  the  lands  over  which  he  travels,  or  the  seas  over 
which  he  trades,  than  polar  bear  or  desert  cactus  can  be  under- 
stood apart  from  its  habitat Man  has  been  so  noisy  about  the 

way  he  has  ‘conquered  Nature,’  and  Nature  has  been  so  silent  in  her 
persistent  influence  over  man,  that  the  geographic  factor  in  the  equa- 
tion of  human  development  has  been  overlooked.”  E.  C.  Semple : The 
Influences  of  Geographic  Environment.  See  Chapter  I. 

The  winning  of  this  continent  for  European  civilization  was  less 
a conquest  than  an  adaptation.  After  all,  the  drama  of  man’s  effort  has 
been  conditioned  to  an  important  degree  by  the  theatre  he  has  played 
it  in ; no  one  will  understand  the  growth  of  the  American  Nation  with- 
out appreciation  of  this  geographic  factor.  The  coast  line  and  hill- 
barrier,  the  stretch  of  waterways,  the  possibilities  of  produce,  the  con- 
ditions of  defense,  all  these  have  helped  or  hindered,  often  quite  de- 
termined, the  course  of  growth.  Without  a constant  sense  of  these 
hard  and  steady  influences  one  can  never  really  see  the  frontier  mov- 
ing westward  mile  by  mile,  the  flourishing  of  trade,  the  inevitable 
antipathies  between  Americans  and  the  English  Government  and  then 
between  these  communities  themselves,  widening  into  sectionalism,  and 
finally,  after  a great  struggle,  knit  together  by  the  bonds  of  commerce. 
If  one  would  share  the  thought  of  problem-solving  men  in  senate 
house,  in  military  tent  or  in  the  office  rooms  of  mills,  he  must  know 
what  could  be  done  and  what  could  not  upon  this  continent.  There 
have  been  earnest  essays,  some  of  them  fantastic,  to  prove  that  all 
civilization  is  but  an  economic  fact — “Der  mensch  ist  was  er  isst” — 
that  all  the  hopes  and  plans  of  history  are  but  phases  of  the  stern 
struggle  for  existence  upon  the  lands  and  waters  of  the  earth.  With- 
out running  off  to  any  “geographical  interpretation,”  however,  it  is  evi- 
dent that  an  understanding  of  our  history  supposes  close  acquaint- 
ance with  the  map. 

Too  often  to  the  college  student  the  historical  map  seems  a mere 
crochet  of  the  pedagogue  intent  upon  devising  tasks  for  discipline. 
Surely  in  slavish  copying  from  an  atlas  there  is  little  challenge  to  in- 
telligence, though  even  here  there  is  some  gain;  few  of  us  who  would 
long  avoid  embarrassment  can  afford  to  be  complacent  about  our 
knowledge  of  the  simple  facts  of  geography.  The  maps  in  this  course, 
however,  are  intended  to  serve  a wider  purpose.  From  time  to  time 
comments  are  included  as  suggestions  in  interpretation  or  to  intro- 
duce related  reading,  and  in  the  later  maps  opportunity  is  given  the 
student  to  prepare  his  own  illustrations  from  the  information  of  the 
written  page.  Advantage  is  taken  of  the  studies,  happily  becoming 
commoner,  as  to  the  constancy  of  sectional  sentiment  in  national  prob- 
lems with  reference  to  the  economic  background ; thus  it  may  be 


35 


hoped  the  student  will  come  to  realize  the  conflicting  loyalties  of  com- 
munities finally  fusing  into  one.  Generally  the  directions  are  planned 
to  give  a sense  of  sequence  so  that  the  student  may  more  truly  seem 
to  illustrate  a process,  to  show  how  this  land  comes  into  history  and 
how  that,  not  only  giving  a vividness  to  descriptions  he  has  heard  or 
read  but  bringing  home  the  evolution  in  time  as  well  as  space.  In 
short  the  maps  may  prove  a kind  of  laboratory  where  the  student  may 
not  remain  merely  a passive  auditor  but  himself  indicate  by  these  sym- 
bols the  forces  that  have  interplayed  to  make  this  nation. 

The  student  will  provide  himself  with  maps  selected  for  this  course, 
in  an  envelope,  at  the  bookstore.  In  drawing  in  these  data  care  and 
thought  will  be  necessary  to  make  the  maps  not  only  satisfactory 
esthetically  but  to  make  them  intelligible  illustrations.  When  the  scale 
of  the  map  is  considered  the  wandering  of  a quarter  of  an  inch  may 
mean  an  error  of  fifty  miles  or  more,  which  sometimes  is  important. 
The  student  is  advised  to  use  inks  of  different  colors  whenever  possible, 
or  keep  his  colored  pencils  very  sharp.  An  advantage  in  the  use  of  ink 
lining  for  an  area,  or  watercolors,  is  that  single  lines  to  show  a route 
or  boundary  may  then  be  laid  across  them,  which  is  not  true  when  the 
masses  are  laid  in  with  wax  pencils.  The  good  taste  of  the  student 
must  be  relied  upon  in  the  placing  of  his  color  values.  Satisfactory 
results  may  often  be  obtained  by  careful  cross-hatching  and  with  lines 
of  different  character.  Lettering  should  always  be  done  in  neat,  plain 
print  and  as  often  as  possible  imposed  upon  the  map  itself,  though 
when  this  might  seem  to  produce  confusion  a key  sheet  may  be  pinned 
or  pasted  to  the  map.  It  will  be  found  desirable  always  to  glance 
through  the  directions  before  beginning  so  that  some  device  may 
be  hit  upon  to  take  care  of  over-lapping  areas  before  it  is  too  late. 

Map  Study  Number  One:  The  Discovery  of  America. 

McKinley  Map  100a.  Use  W.  R.  Shepherd : Historical 

Atlas , pp.  107-110. 

To  illustrate  the  old  trade,  locate  Canton,  the  Spice  Islands,  the 
Straits  of  Malacca.  (“This  was  one  of  the  great  trading  points  of  the 
East.  Few  Chinese  traders  passed  beyond  it,  though  the  more  enter- 
prising Malays  made  that  the  centre  rather  than  the  western  limit  of 
their  commerce.  Many  Arabian  traders  also  came  there  from  India  to 
sell  their  goods  and  to  buy  the  products  of  the  islands  of  the  archi- 
pelago, and  the  goods  which  the  Chinese  traders  had  brought  from 
still  farther  east.”  E.  P.  Cheyney : European  Background  of  Ameri- 
can History,  p.  22-23),  Calicut,  the  Malabar  coast  (from  Goa  to 
Cambay)  Ormuz,  Bosrah,  Bagdad,  Trebizond,  Damascus,  Aden,  Cairo. 
From  class  lectures  draw  the  main  trade  routes  from  the  Orient  to 
Hamburg,  Paris  and  London,  indicating  in  a general  way  the  spheres 
of  influence  of  Genoa  and  of  Venice,  and  the  territory  controlled  by 
the  Ottoman  Turks  by  the  middle  of  the  fifteenth  century.  (How  did 


36 


the  Crusaders  help  in  the  discovery  of  America?)  From  D.  S.  Muz- 
zey:  American  History,  page  10,  show  the  known  world  in  1492. 

To  show  the  early  ventures  for  a sea  way  : Locate  Cape  Sagres,  Seville, 
Palos.  Show  the  voyages,  with  dates,  of  Diaz  and  Columbus.  Beside  the 
line  of  Columbus’  first  outward  voyage  place  an  arrow  pointing  toward 
the  south  west  representing  the  trade  winds,  and  beside  that  of  his  return 
place  an  arrow  pointing  toward  Spain  representing  the  prevailing  wester- 
lies. A record  is  now  made  of  the  good  fortune  of  the  discoverers.  In 
those  days  of  crude  instruments  of  navigation,  it  was  the  custom  to 
find  the  parallel  of  latitude  of  the  destination  and  then  approach  upon 
that  line  as  nearly  as  might  be.  So  Columbus,  seeking  India,  sailed 
to  the  Canaries  to  take  up  his  course  at  about  the  twenty-seventh 
parallel,  that  of  northern  Hindustan.  The  trade  winds  in  this  latitude 
so  favored  him  that  he  would  not  share  the  knowledge  of  his  fearful 
progress  with  his  men  and  made  a practice  of  reporting  each  day  less 
than  the  actual  distance  sailed.  The  vagary  mid-way,  of  course, 
records  the  uncertainty  at  discovering  the  deviation  of  the  compass 
needle.  Following  the  general  custom,  then,  on  the  return  he  sought 
the  parallel  of  Cadiz  where,  by  more  good  fortune,  he  fell  in  with 
the  westerlies,  and  then  made  a swift  and  easy  journey.  Later  when 
these  phenomena  were  widely  known,  their  importance  was  so  well 
recognized  that  many  voyages,  even  from  England,  to  the  continental 
colonies  were  made  by  way  of  the  West  Indies.)  Show  the  voyages 
of  Hojeda  and  Vespucci,  and  the  routes  of  Magellan’s  ship  and  of  the 
Spanish  fleets. 

Draw  the  Line  of  Demarcation  as  ordered  in  the  Bull  of  Alex- 
ander VI,  and  indicate  the  correction  by  the  treaty  of  Tordesillas 
noticing  the  gain  of  Portugal.  This  helps  to  explain  why  Portuguese 
is  today  the  language  of  Brazil.  Show  the  voyages  of  Da  Gama  and 
Cabral,  and  routes  of  the  Portuguese  trading  fleets.  The  treaty  line 
in  part,  explains  the  absence  of  the  Spanish  in  the  contention  for 
these  routes.  What  else  deterred  Spain?  Why  and  how  was  Portu- 
gal largely  superceded  in  the  East  Indies? 

The  northern  countries,  too,  were  to  share  in  this  great  expan- 
sion. Trace  the  routes  of  the  voyages  of  the  Cabots,  Willoughby 
and  Chancellor,  who  set  out  upon  the  same  forlorn  hope  later 
tried  by  Hudson  (what  did  England  gain,  however,  by  the  voyage?), 
John  Davis  and  Sir  Martin  Frobisher,  who  sought  the  northwest  pas- 
sage and,  finally,  Sir  Francis  Drake.  The  first  circumnavigation  by 
the  English  was  not  motivated  entirely  by  scientific  considerations. 
After  Sir  Francis  had  harried  the  coasts  of  the  Spanish  Main  and 
looted  treasure  galleons  he  did  not  think  it  prudent  to  hazard  a 
return  so  eagerly  anticipated  by  the  enemy.  To  save  itself,  then,  the 
Golden  Hind  was  obliged  to  seek  an  English  harbor  by  way  of  the 
Cape  of  Good  Hope.  Francis  I of  France  looked  enviously  upon  the 
empire  now  growing  under  his  rival,  Charles  V of  Spain,  and  set  out 


37 


to  gain  one  for  himself.  Trace  the  voyage  of  Verrazano  and  the 
two  of  Cartier.  Religious  wars  postponed  further  ventures  by  the 
French  until  the  time  of  Henry  IV. 

Notice  that  the  pioneer  voyagers  for  the  Atlantic  nations  were 
mostly  men  born  and  trained  in  the  cities  of  Italy  where  maritime 
science  had  been  developed  in  the  “Mediterranean  period”  of  world 
commerce. 

Map  Study  Number  Two:  Exploring  North  America. 

McKinley  Map  176a. 

When  the  Europeans  found  that  the  new  land  was  not  Asia  but 
merely  a wall  stretched  across  the  way,  they  condemned  it  as  a 
nuisance,  and  immediately  began  to  seek  a gate  to  let  them  through,  a 
search  which  lasted  for  almost  two  centuries.  The  Spanish,  how- 
ever, soon  found  that  the  new  land,  too,  had  its  attractions.  Mines 
were  found  in  the  Cordilleras  which  yielded  treasure  to  dazzle  the 
world.  The  conquistador es  here  saw  incomparable  opportunities  to 
make  fortunes  out  of  patriotism  and  carried  the  Spanish  flag  to  the 
rich  cities  of  the  West.  But  not  all  had  the  destiny  of  Cortez  and 
Pizzaro  [whose  routes,  indicate  by  small  sketches  in  the  margin,  (see 
Shepherd,  106  and  108.  Show  Pizzaro’s  route  to  Cuzco  only)  ] , and 
most  of  the  Spanish  exploration  undertaken  in  search  of  wealth  was 
disappointing  to  its  undertakers,  although  it  very  greatly  increased  the 
world’s  knowledge  of  the  southern  parts  of  what  is  now  the  United 
States.  Show  position  of  Balboa  in  1513  and,  referring  to  Shepherd, 
190-191,  the  routes  of  De  Narvaez,  de  Vaca,  Coronado  (showing  the 
general  location  of  his  “Seven  Cities  of  Cibola”  and  the  continuation 
of  his  explorations  by  his  men),  and  De  Soto.  The  French  in  the 
North  were  not  so  hopeful  of  finding  treasure  as  of  penetrating  by 
some  water  route  to  the  Western  Ocean.  Show  the  routes  of  Jolliet 
and  Marquette,  Accau  and  Hennepin,  the  various  explorations  of  La 
Salle,  St.  Denis  and  La  Harpe.  From  work  in  the  class-room  show 
in  general  the  country  explored  by  Champlain,  and  the  course  of  the 
two  American  journeys  of  Henry  Hudson.  The  attempts  of  the  Eng- 
lish to  find  the  Northwest  passage  were  recorded  in  Map  Study  Num- 
ber One. 

Show  the  limits  of  settlement  before  1776  of  the  Spanish,  French, 
English,  Dutch,  Swedes.  Locate  fifteen  places  mentioned  as  having 
been  visited  or  settled  by  other  than  Englishmen.  Carefully  draw  in 
the  mountain  systems  east  of  the  Mississippi.  From  information  in 
J.  S.  Bassett:  Short  History  of  the  United  States,  pages  13-15,  indicate 
roughly  the  position  of  the  main  families  of  Indians  in  the  territory 
now  the  United  States. 


38 


May  Study  Number  Three:  Beginnings  in  Virginia  and  Maryland. 

McKinley  Map  188a. 

Referring  to  E.  M.  Avery:  History  of  the  United  States,  Vol- 
ume II,  page  36,  show  the  territorial  interpretation  of  the  Charter  of 
1606,  indicating  as  far  as  possible  how  the  land  to  the  north  of  Vir- 
ginia was  disposed  of.  With  a heavy  line  show  the  area  of  settlement 
of  proprietary  Virginia  (see  also  page  41),  naming  rivers  and  capes 
as  well  as  communities.  From  page  53  show  the  two  possible  inter- 
pretations of  the  Charter  of  1609  with  respect  to  the  northern  boun- 
dary. The  larger  claim  of  Virginia  is  interesting  in  determining  her 
action  in  beginning  the  actual  fighting  of  the  last  of  the  inter-colonial 
wars,  and  in  sending  her  expeditionary  force  under  General  Clark  to 
conquer  the  Northwest  in  the  Revolution.  From  page  201  show  the 
original  and  present  boundaries  of  Maryland,  and  places  you  consider 
of  importance  in  its  early  history.  Notice  that  the  trader  is  usually 
ahead  of  the  colony:  the  “squatter”  Claiborne  is  an  example. 

Using  L.  G.  Tyler’s  England  in  America,  page  34,  locate  Roanoke 
Island  and  Croatoan.  From  page  98  show  the  position  of  the  first 
counties  in  America,  i.e.,  those  formed  in  1634.  The  interested 
student  will  find  at  the  beginning  of  the  second  volume  of  John 
Fiske’s  Old  Virginia  and  Her  Neighbors,  a map  showing  the  counties 
of  the  colony  up  to  1776.  If  he  examines  this  closely  he  will  see 
how  population  followed  the  lines  of  rivers  to  their  upper  reaches, 
then  through  the  passes  of  the  hills  and  up  and  down  the  valleys  of 
the  Blue  Ridge. 

Map  Study  Number  Four:  New  England. 

McKinley  Map  185a. 

It  will  be  remembered  that  John  Smith,  having  explored  the 
rocky  coast  around  the  great  bay  lying  between  42°  and  44°  north 
latitude,  named  it  New  England  because  of  certain  similarities  to  the 
homeland.  Consulting  Justin  Winsor : Narrative  and  Critical  His- 
tory of  America,  1884,  volume  III,  page  193,  indicate  with  (s)  in 
parenthesis  on  your  map  any  places  which  still  retain  the  names 
given  on  that  of  Captain  Smith.  He  also  reported  that  the  Indians 
along  the  coast  had  been  decimated  by  disease,  a fact  which  encour- 
aged colonial  enterprise  in  England,  and  facilitated  settlement.  It 
was  found  when  the  settlements  began  to  grow  that  the  upland  Indians 
were  a more  considerable  foe.  From  the  map  on  page  123  of  Avery’s 
History,  volume  II,  show  the  position  of  the  following  Indian 
tribes : Abenakis,  Massachusetts,  Mohegans,  Iroquois,  Narragansetts, 
Nipmucs,  Mahicans,  Pequots  (the  Mohegans  were  originally  a part 
of  the  Pequots  but  after  the  crushing  of  that  tribe  became  the 
allies  of  the  English),  and  the  Niantics. 

From  the  map  on  page  116  locate  Provincetown  (why  is  this 
place  interesting  in  connection  with  the  Pilgrims?)  and  from  that  on 


39 


page  164  locate  important  physical  features,  i.e.,  capes,  bays,  rivers, 
etc.,  and  early  settlements  in  the  New  Plymouth  and  Massachusetts 
Bay  colonies,  attaching  to  each  settlement  its  date,  consulting  for 
this  the  map  opposite  page  398.  “There  are  no  such  waves  of  move- 
ment up  a river  as  we  see  along  the  Hudson  and  the  Mohawk.  Had 
the  Mayflower  come  to  land  in  the  mouth  of  the  Connecticut  River, 
the  history  might  have  been  different;  but  lines  of  human  develop- 
ment were  transverse  rather  than  longitudinal.”  A.  P.  Brigham : 
Geographical  Influences  in  American  History , page  59.  This  was  a 
condition  valuable  for  political  solidarity  and  for  defense. 

Using  the  map  on  page  286  locate  Aquidneck,  Providence,  Ports- 
mouth (R.  I.),  Newport  and  Warwick.  From  page  308  show  the 
towns  here  indicated  in  the  Connecticut  and  New  Haven  colonies. 

Turning  to  the  map  opposite  page  398  attach  to  each  of  these 
places  its  proper  date.  Show  also  the  general  location  of  the  Massa- 
chusetts counties,  of  Mason’s  and  George’s  claim,  the  extent  of  the 
Massachusetts  Settlements  including  Wells,  Piscataqua,  Saco,  Casco 
Bay  and  Sagadahoc,  the  farthest  claim  of  Massachusetts,  the  extent 
of  New  Plymouth,  the  sphere  of  the  Connecticut  and  of  the  New 
Haven  Settlements  including  those  on  Long  Island,  and  the  Dutch 
outpost  of  Good  Hope. 

Map  Study  Number  Five:  The  Settlement  of  the  Middle  Colonies. 

McKinley  Map  187a. 

Using  Avery:  History,  Vol.  Ill,  p.  180,  show  the  location  of  the 
following  Indian  tribes : each  of  the  Five  Nations  of  the  Iroquois,  and 
their  related  tribes  around  Lake  Erie,  the  Canarsee,  the  Lenape  or 
Delaware,  the  Powhattan  Confederacy,  some  Algonkin  tribes.  Locate 
the  first  Indian  battle  in  this  region  in  which  white  men  bore  a part. 
Champlain  later  penetrated  to  the  central  regions  of  the  Five  Nations. 
Referring  to  Avery:  IV,  60,  locate  the  mission  stations  of  Abbe 
Picquet  at  Ft.  Presentation  and  from  Avery:  III,  264,  show  Lac  St. 
Sacrement  (so  called  by  Father  Jogues,  though  later  named  Lake 
George),  Lake  Champlain,  and  Montreal. 

From  Avery:  II,  398,  indicate  the  area  of  Dutch  Settlement,  locat- 
ing with  dates : Manhattan,  Hackensack,  Yonkers,  Esophus,  Schaen- 
hechstede,  Beverswyck,  Fort  Orange,  Breuckelen,  Pavonia.  Show  also 
the  Mohawk  River  and  the  general  location  of  Rensaelaerwyck.  “In 
1646,  when  Killian  Van  Rensselaer,  the  first  Patroon,  died,  over  two 
hundred  colonists  had  been  sent  from  Holland,  and  in  territory  forty- 
eight  by  twenty-four  miles,  besides  another  tract  of  62,000  acres  had 
been  acquired.”  G.  W.  Schuyler,  Colonial  New  York,  Introduction, 
section  1. 

Turning  to  Avery:  II,  257,  show  Zwanendael,  the  Dutch  Ft. 
Nassau.  (Notice  the  extent  of  Dutch  trade,  on  the  Delaware,  the 
Mohawk,  the  Connecticut),  the  Swedish  Ft.  Christina,  the  New 


40 


Haven  settlement  of  1641.  Indicate  the  different  names  by  which  the 
Delaware  River  has  been  known. 

Referring  to  C.  M.  Andrews:  Colonial  Self  Government,  page  112, 
show  land  disputed  by  Penn  and  the  Duke  of  York;  page  255,  show 
East  and  West  Jersey,  the  land  disputed  between  Penn  and  Baltimore, 
also  Philadelphia,  German  Town  and  Burlington;  page  273,  show 
Elizabeth  and  Perth. 

Locate  three  other  points  attaching  in  marginal  notes  some  his- 
torical fact  connected  with  each. 

Map  Study  Number  Six:  The  Southern  Colonies  and  the  Attempts 
at  Governmental  System. 

McKinley  Map  177a. 

From  Avery:  History,  Vol.  Ill,  p.  1,  locate  Port  Royal,  Charles 
Town  and  the  Albemarle  district  and  the  Great  Dismal  Swamp.  “But 
for  the  peculiar  physical  conformation  of  its  coast,  North  Carolina, 
rather  than  Virginia,  would  doubtless  have  been  the  first  American 
state.  It  was  upon  Roanoke  Island  that  the  earliest  attempts  were 
made,  but  Ralph  Lane  in  1585  already  came  to  the  conclusion  that 
the  Chesapeake  region  would  afford  better  opportunities.  First  and 
foremost  the  harbourage  was  spoiled  by  the  prevalent  sand-bars. 
Then  huge  pine  barrens  near  the  coast  hindered  the  first  efforts  of 
the  planter,  and  extensive  malarial  swamps  imperilled  his  life.  . . . 
It  was  only  by  the  coast  that  the  conditions  were  thus  forbidding.” 
John  Fiske,  Old  Virginia  and  Her  Neighbors,  Vol.  II,  pp.  309-310. 

From  Avery:  III,  341,  show  the  location  of  the  following  Indians: 
the  Cherokees,  the  Creeks,  the  Yamasees.  Indicate  North  Carolina 
giving  the  date  of  its  separation  from  South  Carolina  and  locate  the 
Cape  Fear  River ; page  2 37,  show  location  of  the  Tuscarora  Indians ; 
page  206,  show  the  extent  of  Carolina’s  claim  to  the  south.  Using 
the  map  on  page  331  locate  the  following  rivers:  Savannah,  Alta- 
maha,  St.  Mary’s,  St.  John’s;  locate  the  following  settlements:  Freder- 
ica, Cumberland  Island,  Ebenezer,  St.  Augustine.  From  the  map  on 
page  334  locate  Amelia  Island. 

From  work  in  class  mark  with  a black  C the  colonies  included 
in  the  New  England  Confederation.  From  map  in  Muzzey:  American 
History,  page  55,  show  the  land  granted  to  the  Duke  of  York  in  1664. 
Also  include  islands  south  of  Massachusetts.  Mark  with  a black  D 
those  colonies  in  Dominion  of  New  England. 

From  Avery:  III,  p.  206,  show  the  form  of  government  of  each 
colony  from  1733  to  1776,  making  note  of  change  in  Georgia. 

Map  Study  Number  Seven:  Social  and  Commercial  Conditions  in 
the  Colonies. 

McKinley  Map  177a. 

From  information  found  in  Bassett:  Short  History,  pages  MS- 
147,  indicate  by  parallel  lines  of  different  colors  the  territory  wherein 


41 


Germans  settled  during  the  colonial  period  (Faust’s  map  reproduced 
in  Becker’s  Beginnings  of  the  American  People,  p.  180,  will  aid  here, 
although  area  of  German  settlement,  however  thin,  is  here  shown), 
the  Huguenots  (including  the  district  about  New  Rochelle,  N.  Y.),  the 
Scotch  Irish,  the  Scotch  Highlanders,  the  Dutch,  the  Swedes  and  the 
Swiss.  There  were  also  many  Irish  scattered  through  the  colonies  but 
not  segregated  at  any  points.  The  roster  of  the  Provincial  Troops  of 
New  York  in  the  last  French  and  Indian  War  shows  many  pages 
where  a fifth  are  Irish  names  (see  Collections  of  the  New  York 
Historical  Society,  1891).  Note  that  considerable  care  will  be  required 
in  preparing  this  map,  as  the  cross-hatching  of  lines  of  different  colors 
must  be  employed  in  some  sections.  Often  times  succeeding  waves  of 
immigration,  leaving  population,  as  it  were,  in  strata,  record  their  pro- 
gress in  the  place  names.  Professor  A.  P.  Brigham,  in  his  Geographi- 
cal Influences  in  American  History,  page  14,  draws  attention  to  this 
well  known  phenomenon  in  New  York.  Here  are  Indian  names  like 
Ontario,  Oswego,  Oneida,  etc. ; Dutch  names  like  Schenectady,  Cohoes 
and  Spuyten  Duyvil ; German  names  like  German  Flats,  Herkimer  and 
Palatine;  French  names  like  those  of  the  northern  rivers  Raquette, 
De  Grasse  and  St.  Regis,  or  of  the  Huguenot  town,  New  Rochelle;  the 
English  names  of  places  or  of  pioneers,  and  later  in  the  national 
period,  those  of  American  statesmen.  The  interested  student  may 
pursue  this  kind  of  study  further  in  the  first  chapter  of  H.  de  B. 
Gibbins’ : Industrial  History  of  England.  Place  names  in  a new  country 
rapidly  settled,  will  not  as  a whole  mean  as  much  as  in  Europe.  A glance 
at  the  map  of  New  York  suffices  to  show  the  resort  to  artificiality  in 
the  wholesale  naming  of  communities  at  once.  The  classics  and  cap- 
itals of  Europe  were  called  upon  to  furnish  names  in  great  numbers. 

From  the  information  in  Bassett,  p.  154,  indicate  the  location  of 
the  principal  colleges  founded  before  the  Revolution  with  dates  in 
parenthesis.  Consider  also  this  extract  from  E.  J.  Fisher’s  New  Jersey 
as  a Royal  Province,  Longmans,  1911,  page  391.  “In  1766  members 
of  progressive  party  [of  the  Dutch  Reformed  Church]  ....  secured 
a royal  charter  and  Queen’s  College,  now  called  Rutger’s,  was  founded. 
Hackensack  and  New  Brunswick  both  strove  for  the  location  of  the 
institution,  but  New  Brunswick,  having  lost  the  Presbyterian  College,  ex- 
erted itself  and  was  selected  as  the  site  of  the  new  school.”  Place 
names  will  be  found  in  Shepherd,  pages  189,  192,  193,  except  for  Han- 
over, N.  H.,  which  will  be  found  in  any  good  sized  modern  map  of 
that  region. 

Outline  heavily  those  colonies  which  in  the  early  part  of  the 
eighteenth  century  had  established  churches  (distinguishing  between 
Anglican  and  Congregational)  from  data  found  in  Andrews:  Colonial 
Self-Government,  pages  304  and  308,  and  in  the  following  extracts: 
“The  first  assembly  convened  by  the  royal  government  passed  the  act, 
in  the  year  1692,  for  the  establishment  in  Maryland  of  the  Church 


42 


of  England.  [After  some  dispute]  Dr.  Bray’s  bill  became  a law  in 
the  year  1701-02,  and  with  but  few  later  amendments  it  remained  in 
force  until  the  Revolution  of  1776.”  N.  D.  Mereness : Maryland  as  a 
Proprietary  Province,  MacMillan,  1901,  pp.  437-439.  “The  Ministry 
Act,  1693 : ‘An  Act  for  settling  a ministry  and  raising  a maintenance 
for  them  in  the  city,  New  York,  County  of  Richmond,  Westchester  and 
Queen’s  County.  Passed  September  22,  1693  (Chapter  33)’.”  Ecclesias- 
tical Records  of  the  State  of  New  York,  Albany,  1901,  Vol.  II,  see 
pages  1076-1079.  North  Carolina  had  an  established  Anglican  Church 
for  a short  time  and  might  be  distinguished  by  a heavy  dotted  line  at 
the  border. 

From  information  found  in  Andrews:  Colonial  Self-Government, 
pp.  316,  322,  323,  327  and  332,  show  what  towns  had  become  impor- 
tant commercial  ports  by  the  early  part  of  the  eighteenth  century.  In- 
dicate in  parenthesis  any  said  to  have  already  declined.  Note : Salem 
once  led  in  the  shipping  of  English  America  and  Providence  at  one 
time  far  surpassed  New  York.  As  the  inland  developed,  facilities  of 
land  communication  often  changed  the  trend  of  trade.  New  Bedford 
was  the  chief  whaling  port.  One  reason  why  Boston  developed  as 
a port  more  than  the  coast  cities  of  the  south  was  that  it  was  nine 
degrees  of  longtiude- nearer  to  England.  (See  E.  C.  Semple:  American 
History  in  its  Geographical  Conditions,  p.  121.) 

Mark  with  initial  letters  localities  where  was  produced : tobacco, 
indigo,  naval  stores,  rum,  rice,  hats,  iron  goods,  ships,  grain,  fish,  felt- 
ing and  wool. 

Fron  Katherine  Coman’s  Industrial  History  of  the  United  States, 
1914,  page  311,  draw  in  the  “fall  line.” 

Map  Study  Number  Eight:  The  Hundred  Years’  War  in  America. 

McKinley  Map  177a. 

Between  1660  and  1760  the  population  of  the  English  colonies  in- 
creased twenty  fold,  from  80,000  to  1,600,000.  Using  the  map  at  the 
end  of  Edward  Channing’s  History  of  the  United  States,  Vol.  II,  for 
data,  draw  the  frontier  lines  of  1660  and  of  1760.  Neglect  entirely 
outlying  districts ; merely  draw  in  two  lines  which  in  the  main  might 
be  said  to  bound  the  settlements  as  extended  in  those  two  years. 
Show  also  eight  French  posts  scattered  through  various  parts  of  their 
country  to  take  advantage  of  the  fur  trade  and  to  set  claims  for  an 
empire,  and  with  help  of  Avery : IV,  60,  show  eight  portages  between 
the  St.  Lawrence  and  Mississippi  basins  that  would  appear  to  you 
important.  The  French  following  the  lakes  made  their  first  portages 
from  Green  Bay,  then  from  the  head  of  Lake  Michigan  and  then, 
strong  enough  to  combat  the  Indians,  in  the  eighteenth  century,  they 
essayed  those  from  Lake  Erie.  The  student,  it  is  hoped,  will  inter- 
pret this  map  in  terms  of  human  experience.  As  he  indicates  a French 
post  in  the  West  he  will  remember  its  significance — some  traders’  huts, 
a crude  and  tiny  chapel,  a rough  log  barracks,  with  friendly  Indians 

43 


bearing  packs  of  furs  and  taking  back  each  one,  a jug  of  brandy  or 
mayhap  a crucifix — these  strung  like  infrequent  beads  upon  the  river- 
lines. It  may  almost  be  said  that  there  was  no  frontier  in  Canada. 
“A  frontier  is  never  a line  but  always  a shifting  zone  of  assimila- 
tion where  an  amalgamation  of  races,  manners,  institutions  and  morals, 
more  or  less  complete,  takes  place.”  E.  C.  Semple:  American  History 
and  its  Geographical  Conditions,  p 81.  The  most  important  discussion 
of  this  factor  is  Professor  F.  J.  Turner’s  paper  in  the  Annual  Report 
of  the  American  Historical  Association  for  1893,  pp.  197-227.  The 
advance  of  the  English,  unlike  that  of  the  French,  lured  on  by  easy 
water-reaches,  was  checked  by  obstacles  of  earth  and  man.  Notice 
that  the  Genesee  valley  was  not  settled  until  the  end  of  the  eighteenth 
century  when  the  Indians  had  been  weakened.  The  settlements  to  the 
south  were,  as  a whole,  held  back  by  the  difficulty  of  penetrating  the 
Appalachian  ridges  which,  though  not  high,  formed  a broad  and  shaggy 
barrier  setting  a mark  to  any  hasty  spread  until  the  coastal  colonies, 
growing  strong  by  reason  of  their  fertile  soil  and  well  indented  coast, 
could  serve  securely  as  a base.  For  interesting  comment  on  this  func- 
tion of  the  Appalachians,  the  student  who  desires  may  consult  N.  S. 
Shaler’s  Nature  and  Man  in  America,  p.  152.  From  a military  point 
of  view  the  French  were  better  placed,  both  for  offence  and  defense. 

Using  Shepherd’s  maps,  189,  192  and  212,  for  place  names  and 
Bassett,  pages  116-119,  for  information,  show  the  places  attacked  by 
the  French  in  1690,  the  two  strokes  against  Canada  attempted  by  Mas- 
sachusetts in  that  year,  and  the  route  of  the  expedition  manned  by 
New  York  and  Connecticut.  Indicate  in  general  the  location  of  the 
border  warfare,  1690  to  1697.  Locate  the  place  of  principal  interest  in  the 
early  part  of  the  Second  Inter-colonial  War.  Trace  the  route  of  the  chief 
expeditions  of  this  war.  Locate  places  of  interest  in  the  South,  1702- 
1706.  To  follow  these  directions  it  will  be  necessary  to  draw  Nova 
Scotia,  Cape  Breton  Island,  etc.,  in  the  margin. 

From  the  map  in  E.  B.  Greene’s  Provincial  America,  p.  168,  show 
by  heavy  lines  the  disposition  of  land  by  the  Treaty  of  Utrecht. 

Locate  Canseau  and  Louisbourg. 

Supplement. 

McKinley  Map  177a. 

Using  the  map  at  the  end  of  Volume  II  of  Channing’s  History,  and 
Bassett,  121-122,  for  information,  show  the  route  of  Celeron  de  Bien- 
ville and  the  trans-Allegheny  grants  of  land  to  Englishmen  in  the 
’forties  and  early  ’fifties.  Locate  the  Indian  tribes  in  the  “south  west” 
for  whose  trade  there  was  international  competition. 

Calling  to  mind  the  old  charter  grant  of  1609  (see  Map  Study 
Number  Three),  notice  that  it  was  Virginia  which  began  the  final 
contest,  though  not  until  long  after  the  royal  governors  had  urged  it. 
“We  should  attempt  to  make  some  settlements  on  ye  lakes,  and  at 


44 


the  same  time  possess  ourselves  of  those  passes  of  the  great  mountains, 
which  are  necessary  to  preserve  a communication  with  such  settle- 
ments,” Governor  Spotswood  in  1716.  Using  Avery:  IV,  p.  35,  show 
Washington’s  route  from  the  Potomac  to  Fort  Le  Boeuf  in  1753; 
page  67,  show  Braddock’s  route. 

From  Bassett,  p.  124-128  show  in  blue  (i.e.,  so  underlining  place 
names)  the  routes  and  important  places  of  the  fighting  of  1756,  in 
black  those  of  1757,  in  yellow  those  of  1758  and  in  red  those  of  1759 
and  1760.  Various  maps  in  Avery : IV,  will  be  of  service  here. 

Locate  points  of  interest  in  Pontiac’s  War. 

From  map  in  Avery:  IV,  p.  352,  show  disposition  of  land  in  1763. 

Map  Study  Number  Nine:  The  Preliminaries  of  the  Revolution. 

McKinley  Map  177a. 

From  the  map  in  Shepherd,  p.  194,  show  Fort  Stanwix,  the  gen- 
eral location  of  the  proposed  colonies  of  Vandalia,  Transylvania  and 
Charlotiana,  the  settlements  of  the  Watauga  Association,  the  Proc- 
lamation Line  of  1763,  the  crown  lands  reserved  for  the  Indians,  the 
Province  of  Quebec,  1763  and  1774,  the  Illinois  Country  and  the  ter- 
ritory added  to  Georgia.  Locate  also  the  seat  of  the  Regulators’  War 
as  described  by  Bassett,  p.  183,  and  of  Lord  Dunmore’s  War  around 
the  Great  Kanawha  River. 

Indicate  the  place  of  meeting  of  the  Stamp  Act  Congress  and  the 
First  and  Second  Continental  Congress.  From  Bassett,  pp.  174-176, 
indicate  with  a black  C those  colonies  who  early  appointed  inter- 
colonial Committees  of  Correspondence ; show  the  location  of  the 
Gaspe  Affair,  the  ports  where  the  tea  was  refused  and  the  chief  port 
of  Massachusetts  during  1774  and  1775.  Locate  Mecklenburg  (see 
Shepherd,  195). 

From  map  in  G.  E.  Howard:  Preliminaries  of  the  Revolution,  p. 
282,  show  the  method  of  election  of  delegates  to  the  Second  Con 
tinental  Congress.  Using  Roman  numerals  rate  the  colonies  according 
to  population  in  1775,  giving  also  the  population  of  the  chief  towns 
(see  Howard:  Preliminaries,  p.  20).  To  emphasize  an  important  fact 
in  the  American  Revolution,  draw  a dotted  line  eastward  from  Bos- 
ton to  the  margin  and  write  in : “Three  months  to  England  and  re- 
turn.” Remember  the  trouble  the  British  have  in  our  own  day  ex- 
perienced in  governing  South  Africa. 

With  the  help,  when  necessary,  of  Jameson’s  Dictionary  of  United 
States  History,  or  an  encyclopedia,  show  by  initials  the  home  colony 
of  each  of  the  following  leaders  mentioned  by  Bassett  in  Chapter 
VIII : Samuel  Adams,  Christopher  Gadsden,  Patrick  Henry,  Thomas 
Hutchinson,  Benjamin  Franklin,  James  Otis,  John  Dickinson,  John 
Adams,  Thomas  Jefferson,  John  Jay,  James  Duane,  Edward  Rutledge, 
Joseph  Galloway,  Cadwallader  Colden,  John  Hancock  and  Josiah 
Quincy.  Also  the  following  mentioned  by  Becker  Beginnings,  Chapter 


45 


VI:  Johnathan  Mayhew,  Daniel  Dulany,  R.  H.  Lee,  Joseph  Warren 
and  Samuel  Seabury. 

After  reading  Bassett,  pp.  180-186,  with  the  help  of  Shepherd  195 
for  place  names,  show  the  route  of  the  British  troops  in  the  raid  of 
April,  1775,  the  location  of  Bunker  Hill  (with  date),  the  scenes  of 
the  exploits  of  Ethan  Allen,  the  routes  of  Montgomery  and  of  Arnold, 
1775-1776,  consulting  also  maps  in  Avery:  V,  Chapter  XIX.  Locate 
Falmouth  and  indicate  the  direction  taken  by  Sir  William  Howe  in 
March  and  in  July,  1776. 

Map  Study  Number  Ten:  The  Revolution  in  the  North. 

McKinley  Map  187a. 

Using  Bassett,  pp.  188-203,  Shepherd,  195,  and  C.  H.  Van  Tyne 
American  Revolution,  page  26,  trace  the  routes  of  the  campaigns  of 
the  Revolution  in  the  North,  naming  all  places  mentioned  in  the  text. 
The  student  interested  in  the  strategy  of  battles  will  enjoy  examining 
the  maps  in  Avery:  History  VI,  and  Justin  Winsor,  Narrative  and 
Critical  History,  etc.,  Volume  VI. 

Map  Study  Number  Eleven:  The  Revolution  in  the  South. 

McKinley  Map  188a. 

Using  Bassett,  pp.  183,  206-214,  Shepherd,  195,  and  Van  Tyne: 
American  Revolution,  page  290,  trace  the  routes  of  the  campaigns  in 
the  South,  naming  all  places  mentioned  in  the  text.  Professor  Roland 
G.  Usher  in  his  Rise  of  the  American  People,  Chapter  X,  points  out 
that  the  English  lost  not  because  of  American  superiority  in  num- 
bers, wealth,  or  with  a few  exceptions,  in  generalship.  On  the  other 
hand,  our  army  was  always  small,  ill-equipped  and  generally  ill-dis- 
ciplined. We  lost  most  of  the  battles,  and  our  few  victories  were 
achieved  when  the  Americans  outnumbered  the  British.  “Nor  were 
the  English  ever  driven  out  of  the  country ; they  ended  the  war,  not 
because  they  were  defeated,  but  because  they  were  convinced  of  the 
impossibility  of  ever  holding  the  country,  without  subduing  it,  and  of 
the  impracticability  of  trying  to  conquer  and  hold  in  subjection  a land 
of  continental  dimensions,  three  thousand  miles  distant  from  the  source 
of  supplies,”  (pages  124-125).  America  had  no  key  and  when  the 
British  had  conquered  so  many  places  they  had  only — so  many  places. 
As  for  possessing  the  back  country,  it  was  a task  too  stupendous  for 
any  force  that  England  could  spare.  The  discipline  and  training  of 
the  British  and  Hessians  was  a hindrance  rather  than  a help.  There 
were  no  tactical  directions  in  the  books  for  climbing  boulders  and 
fences  nor  for  fighting  around  trees  and  through  ditches.  Rough 
ground  seeming  to  embarrass  the  foe,  the  Americans  chose  it  when- 
ever possible. 


46 


Map  Study  Number  Twelve:  The  New  Country.  The  Constitution. 

McKinley  Map  177a. 

From  map  in  Avery:  History,  Volume  VI,  388,  show  the  western 
land  claims  of  states  during  the  Revolution,  giving  the  dates  of  relin- 
quishment, and  the  boundary  of  1783.  From  Shepherd,  196,  show  the 
land  in  Maine  disputed  with  England.  From  Muzzey : American 
History,  p.  152,  show  in  heavy  lines,  with  key,  the  boundaries  pro- 
posed by  Vergennes.  From  Van  Tyne,  270,  show  land  settled  or  con- 
quered during  the  Revolution,  the  trails  of  Daniel  Boone  (continue  to 
Louisville  and  finally  up  the  Missouri  River  to  a point  midway 
through  that  state)  and  Robertson,  and  the  land  settled  by  the  Wan- 
tanqua  Association.  From  Bassett,  p.  234,  locate  the  State  of  Frank- 
lin. These  pioneers  were  disappointed  when  they  found  themselves 
outside  the  “Old  Dominion”  and  their  relations  with  North  Carolina 
were  always  strained.  Notice  that  Kentucky  and  Tennessee  began  with 
the  penetration  of  the  Cumberland  Gap  but  were  afterward  fed  from 
the  Potomac  and  Pittsburg  entrances.  “Three  routes  met  at  Pitts- 
burg: one  from  Philadelphia  by  the  West  Branch  of  the  Susquehanna, 
a forty-mile  portage  over  the  divide,  and  Toby  Creek  to  the  Alle- 
gheny at  Kittaning;  a second  further  south,  also  from  Philadelphia,  by 
the  Juniata  tributary  to  the  Susquehanna,  or  by  a more  direct  trace 
known  as  Forbes  Road  from  Carlisle  through  Shippensburg,  Fort 
Lyttleton  and  Fort  Bedford  to  the  upper  Juniata,  thence  by  an  easy 
mountain  pass  to  Fort  Ligonier  and  on  down  the  Alleghany  or  across 
the  low  dividing  ridge  to  the  forks  of  the  Ohio ; and  a third  up  the 
Potomac  to  Ft.  Cumberland  and  thence  by  Braddock’s  road  over  the 
divide  to  the  Youghiogeny  or  to  Redstone  Old  Fort  on  the  Monon- 
gahela.”  E.  C.  Semple:  American  History  and  its  Geographical  Con- 
dition, p.  65.  The  first  roads  beyond  the  mountains  were  frequently 
the  trails  of  Indians  or  of  buffaloes  seeking  salt  or  water.  There  is 
an  excellent  map  of  the  early  roads  to  the  West  in  Seymour  Dunbar : 
History  of  Travel  in  America,  Indianapolis,  1915,  Volume  I,  p.  152. 
The  illustrations  in  this  work  form  a most  remarkable  collection  of 
previously  rare  pictures  of  ways  and  means  of  travel  on  this  continent 
and  are  cordially  recommended  to  the  student. 

From  Bassett,  page  236,  (place  names  in  Shepherd,  189),  show 
areas  where  there  were  especially  bitter  struggles  over  paper  money 
in  1786  and  1787.  Locate  Mt.  Vernon,  Va.,  Annapolis,  Md.,  and  Phil- 
adelphia. Using  Roman  numerals  rank  the  five  most  populous  states 
in  1790  (see  Bassett,  p.  243).  With  a large  letter  L mark  the  states 
comprising  the  “large  state  group”  in  the  Convention  (see  Bassett,  p. 
244).  Using  maps  on  pages  278  and  300  in  A.  C.  McLaughlin’s  Con- 
federation and  Constitution,  show  in  general  the  distribution  of  votes 
on  the  ratification  of  the  Constitution. 


47 


Map  Study  Number  Thirteen:  The  New  Government  in  Action. 

McKinley  Map  177a. 

Referring  to  Shepherd,  196,  and  Bassett,  p.  232,  seq.,  show  the 
holdings  of  the  principal  land  company  in  the  west  in  1787  and  its 
settlements,  the  North-west  Territory,  the  Congress,  Virginia  military 
and  Connecticut  lands  in  Ohio  (these  will  be  better  understood  by 
reference  to  Map  Study  Number  Twelve).  Locate  Cleveland  (1797), 
founded  after  Moses  Cleaveland’s  survey  for  the  Connecticut  Land  Co. 
Show  the  forts  held  by  the  British  after  the  Revolution,  the  triangle 
on  Lake  Erie  bought  by  Pennsylvania  in  1794;  trace  Wayne’s  route 
through  Ft.  Greenville,  Ft.  Recovery  (near  scene  of  St.  Clair’s  de- 
feat), Ft.  Miami  (Battle  of  Fallen  Timber,  August  20,  1794),  Ft. 
Wayne,  and  back  to  the  line  of  his  approach.  Show  the  Greenville 
treaty  line  of  1795. 

From  J.  S.  Bassett’s  Federalist  System,  p.  70,  show  grants  of  land 
by  Georgia,  the  location  of  the  Southern  Indian  tribes,  the  Mississippi 
Territory,  McGillivray’s  Town  and  the  land  settlement  between  the 
United  States  and  Georgia  in  1802. 

Using  Shepherd,  196,  show  the  dates  of  admission  as  states  of 
Kentucky,  Tennessee,  Vermont  and  Ohio.  Locate  the  different  places 
serving  as  capitals  of  the  United  States  after  1789.  From  Allen  John- 
son : Union  and  Democracy,  p.  59,  show  the  vote  on  the  assumption 
of  state  debts.  With  help  of  Bassett,  pp.  267-269,  and  Avery : VII,  p. 
142,  show  the  general  location  of  the  Whiskey  Rebellion.  Remember 
that  one  of  the  early  evidences  of  sectionalism  in  American  history 
was  this  feeling  of  antipathy  of  the  West  against  the  East,  especially 
concerning  revenue  and  finance,  which  continued  until  the  coming  of 
the  railroads  in  the  ’forties.  We  shall  see  this  feeling  operative  in 
the  troubles  with  the  Spanish,  the  Burr  Conspiracy,  etc.  Without 
bearing  this  in  mind,  one  cannot  understand  the  careers  of  Jackson  or 
Benton  or  the  peculiar  part  played  by  Henry  Clay.  As  long  as  the 
Alleghenies  were  so  difficult  to  cross  the  face  of  the  West  turned 
toward  the  Mississippi.  Read  the  comment  of  a visitor  at  the  begin- 
ning of  the  century:  “The  inhabitants  of  the  Atlantic  coast  call  the 
whole  of  this  the  Back  Country,  thus  denoting  their  moral  aspect,  con- 
stantly turned  towards  Europe,  the  cradle  and  the  focus  of  their  inter- 
ests. It  was  a singular,  though  natural  circumstance,  that  I had  scarcely 
crossed  the  Alleghanies,  before  I heard  the  borderers  of  the  great 
Kanhaway  and  the  Ohio  give  in  their  turn  the  name  of  Back  Country 
to  the  Atlantic  coast,  which  shows  that  their  geographical  situation 
has  given  their  views  and  interests  a new  direction,  conformable  to 
that  of  the  waters  which  afford  them  means  of  conveyance  towards 
the  Gulf  of  Mexico.”  C.  F.  Volney,  View  of  Climate  and  Soil  of  the 
United  States  of  America,  p.  21,  London,  1804. 


48 


Map  Study  Number  Fourteen:  The  Revolution  of  1800.  The 
Louisiana  Purchase. 

McKinley  Map  176a. 

Using  maps  on  page  168  of  Bassett’s  Federalist  System,  draw  in  a 
line  which  in  the  main  bounds  the  area  settled  by  six  or  more  to  the 
square  mile  in  1790  and  the  same  for  1800.  Indicate  the  respective 
centers  of  population.  From  Johnson  s Union  and  Democracy , p.  112- 
113,  show  the  distribution  of  the  vote  on  the  repeal  of  the  Alien  and 
Sedition  Laws  in  the  House  of  Representatives,  1799.  From  Bassett’s 
Federalist  System,  page  290,  show  the  vote  by  states  in  1800  indicating 
by  F those  for  the  Federalists  and  by  R for  the  Republicans.  Note 
how  the  sentiment  against  the  Alien  and  Sedition  Laws  was  found 
chiefly  among  Jefferson’s  followers  and  how  in  general  these  were 
simpler  folk  living  as  small  farmers  in  the  up  country  or  as  fishermen. 
This  class  had  been  practically  unrepresented  in  the  Constitutional 
Convention  (see  C.  A.  Beard:  Economic  Interpretation  of  the  Con- 
stitution, page  90). 

A prophet  might  have  foreseen  the  failure  of  the  Mississippi  as  a 
boundary  line  of  permanence.  Rivers  do  not  make  good  boundaries, 
as  a river  system  is  a unit,  for  example,  witness  the  insistence  of 
Napoleon  on  the  left  bank  of  the  Rhine  and  the  eagerness  of  Germany 
for  Alsace-Lorraine.  From  Shepherd,  198-199,  show  the  natural  boun- 
dary of  Louisiana,  the  routes  of  Lewis  and  Clark  and  of  Zebulon  M. 
Pike;  show  the  territory  originally  bargained  for  (see  Bassett,  pp. 
297-8)  and  show  the  extreme  eastern  claim  (see  Bassett,  pp.  299-300). 
From  the  information  on  page  81  of  Edward  Channing’s  Jeffersonian 
System  indicate  the  earliest  division  of  the  territory  purchased  from 
France. 

After  reading  J.  B.  McMaster : History  of  the  People  of  the 
United  States,  Volume  III,  pp.  55-76,  carefully  trace  with  a thin,  neat 
line  and  arrow  heads  to  show  direction,  the  travels  of  Aaron  Burr, 
1804-1807.  Place  names  may  be  found  in  Shepherd,  using  the  index, 
when  necessary,  except  Canonsburg,  Pennsylvania,  which  lies  some 
fifteen  miles  south-west  of  Pittsburg  and  Washington,  Mississippi, 
about  six  or  seven  miles  due  east  of  Natchez.  Locate  Monticello,  near 
Charlottesville,  Virginia,  the  battle  of  the  Chesapeake  and  Leopard 
(Bassett,  p.  314,  and  Shepherd,  193)  and  that  of  the  President  and  the 
Little  Belt  (Bassett,  pp.  317-318.)  From  Shepherd,  202,  show  how  the 
North-west  Territory  was  organized  in  1809.  From  Shepherd,  211, 
locate  the  battle  of  Tippecanoe.  The  machinations  of  the  English  in 
this  region  resembled  those  of  the  Spanish  in  the  South  fifteen  years 
earlier. 

Map  Study  Number  Fifteen:  The  Second  War  of  Independence. 

McKinley  Map  177a. 

The  men  of  business  in  the  seaboard  cities  venturing  heavily  in 
foreign  commerce  were  averse  to  offending  the  Mistress  of  the  Seas. 


49 


Many  of  them,  too,  especially  in  New  England  and  Delaware,  were 
old  Federalists  who  added  a sentiment  of  admiration  of  British  ways 
and  institutions  to  their  business  concerns.  By  tradition  they  abhorred 
any  policy  of  Jeffersonians.  They  were  against  the  war.  The  small 
farmers,  many  of  them  debtors,  had  little  to  lose  in  such  a turn  and 
readily  followed  the  leaders  of  the  exuberant  west  with  their  limitless 
ambitions  of  expansion.  (See  C.  A.  Beard:  Economic  Origins  of  Jef- 
fersonian Democracy,  1915,  Chapter  I.)  From  the  map  in  Johnson’s 
Union  and  Democracy,  pp.  208-209,  show  the  vote  on  the  declaration  of 
war,  June  4,  1812. 

With  the  help  of  Shepherd,  200,  locate  all  the  places  and  routes 
mentioned  in  Bassett,  pp.  321-326,  329-335,  attaching,  when  possible,  a 
date  to  each  place.  Locate  the  exploits  of  Capt.  Lawrence  and  Com- 
mander O.  H.  Perry.  Notice  that  the  whole  war  was  fought  on  the 
rim  of  the  country,  frontier  and  coast,  leaving  the  great  interior  un- 
disturbed to  develop  that  economic  independence  which  the  war’s 
necessity  called  forth.  With  the  farm  lands  unharried  and  manufac- 
turing grown  great,  the  country  speedily  recovered  after  1815.  This 
was  possible,  of  course,  only  in  a country  of  such  great  extent  as  ours 
with  no  military  key.  The  value  of  this  peculiar  geographical  forma- 
tion of  the  United  States  in  the  present  problems  of  defence  is  dis- 
cussed in  R.  G.  Usher:  Pan-Germanism,  Chapter  X.  Notice  the 
advantage  for  defence  which  the  St.  Lawrence  system  afforded  the 
English  as  it  had  the  French  a half-century  before.  It  offered  easy 
access  to  the  sea  and  supplies  from  home,  while,  frost-bitten  in  the 
winter,  it  held  off  serious  attacks  until  these  supplies  could  arrive 
securely.  As  long  as  England  held  the  two  peninsulas  at  the  ends  of 
Lake  Erie  she  controlled  the  north  west  of  our  country.  This  made 
the  importance  of  the  victories  of  Harrison  and  Perry.  The  poor 
showing  of  the  American  forces  was  not  due  entirely  to  incompetent 
generalship,  but  to  physical  geography  as  well.  The  trials  of  trans- 
portation overland  long  distances  through  the  forest  raised  the  price 
of  flour  at  Detroit  by  $60  a barrel.  “These  conditions  partly  account 
for  the  ineffectiveness  of  our  land  campaigns  on  the  frontier;  and  the 
demand  for  internal  improvements  that  became  strong  after  the  War 
of  1812  received  an  impetus  from  the  same  circumstances.”  Albert  H. 
Sanford:  Teachers’  Manual  Accompanying  the  Sanford  American  His- 
tory Maps,  pp.  36-37.  It  will  be  noticed  that  under  these  conditions 
the  best  land  fighting  was  done  by  seasoned  frontiersmen  under  Har- 
rison and  Jackson.  The  motives  for  attacks  on  Washington  and 
New  Orleans  are  obvious. 

After  reading  Basset,  pp.  335-338,  locate  Essex  Co.  (Mass.)  and 
show  with  letters  H.  C.  what  states  or  communities  sent  representa- 
tives to  the  Hartford  Convention. 


50 


Map  Study  Number  Sixteen : The  Settling  of  the  Mississippi  Valley. 

McKinley  Map  177a. 

Using  Muzzey:  American  History,  page  272,  mark  states  voting  for 
the  tariff  in  1816  with  letter  T and  those  against  with  letters  A.  T. 
Show  same  for  1828  using  T1  and  A.  T.l  From  Wm.  MacDonald: 
Jacksonian  Democracy,  p.  130,  show  likewise  the  vote  on  the  Force  Bill. 
Locate  two  places  in  New  England  connected  with  the  early  develop- 
ment of  American  manufacture.  From  W.  E.  Dodd:  Expansion  and 
Conflict,  p.  49,  show  the  general  location  of  industrial  plants  in  the 
United  States  in  1833. 

Indicate  Florida  with  date  of  acquisition  and  show  places  men- 
tioned by  Bassett,  pp.  368-371,  in  connection  with  the  First  Seminole 
War  (see  map  on  page  369). 

From  Shepherd,  211,  show  the  centers  of  population,  1790-1860. 
Notice  the  transfer  across  the  Alleghenies  by  1830.  These  people  be- 
yond the  mountains  needed  easier  communication  with  the  older  com- 
munities along  the  coast,  which,  in  turn,  realized  that  their  future 
growth  was  in  part  contingent  upon  connection  with  “the  West.”  A 
wide-spread  and  sustained  interest,  then,  arose  in  the  policy  of  internal 
improvement  and  the  states,  especially  later  when  supplied  with  money 
from  the  distribution  of  the  surplus  federal  revenue,  loaned  their 
credit  and  rights  of  eminent  domain  that  these  enterprises  might  be 
successful.  The  Appalachians  must  be  subdued.  Toll-roads  and  canals 
were  now  begun  under  state  auspices,  and  with  the  help  of  the  United 
States  first  authorized  in  1802  the  Cumberland  National  Road  was  built 
into  the  West.  Steamboat  travel  had,  of  course,  in  the  twenties  be- 
come common  on  the  western  rivers ; railroads  were  begun  in  the  early 
thirties.  If  the  student  will  turn  to  Seymour  Dunbar’s  History  of 
Travel  in  America  and  follow  through  the  series  of  old  prints  used 
as  illustrations,  he  will,  besides  much  pleasure,  gain  a more  vivid  and 
lasting  impression  of  spread  of  the  American  people,  than  he  could 
from  reading  many  books.  Using  Muzzey,  page  248,  show  canals  up 
to  1825,  (noticing  that  the  Central  New  York  route  was  later  devel- 
oped by  the  first  chartered  railroad  in  America,  and  the  second  char- 
tered telegraph  line),  the  Wilderness  Road,  the  Pennsylvania  route 
described  by  Bassett,  page  3,  and,  using  Shepherd,  211,  show  the  Cum- 
berland National  Road.  The  invention  of  the  cotton  gin  greatly  stim- 
ulated the  settlements  of  the  uplands  of  the  South. 

To  illustrate  the  western  trend  of  population  in  the  early  part  of 
the  nineteenth  century  from  articles  in  an  encyclopedia  of  American 
biography  (Appleton  s,  or  the  National ),  trace  a “residence  line”,  i.e., 
the  general  direction  taken  in  selecting  a home,  by  four  of  the  follow- 
ing. S.  A.  Douglas,  T.  H.  Benton,  Lewis  Cass,  Andrew  Jackson, 
Henry  Clay,  James  K.  Polk,  Zachary  Taylor,  Hugh  McCulloch  (place 
names  may  always  be  found  in  the  index  and  maps  of  the  Atlas  of 
the  Century  Dictionary  and  Encyclopedia) . 


51 


From  the  map  frontispiece  of  L.  K.  Mathews’  The  Expansion  of 
New  England  show  the  territory  east  of  the  Mississippi  settled  by  emi- 
grants from  New  England  by  1860.  It  will  be  well  worth  while  to 
glance  at  the  maps  published  in  this  work  showing  the  expansion  in 
more  detail.  Having  exhausted  what  thin  and  almost  fruitless  soil 
their  bouldery  slopes  afforded,  these  farmers  made  their  way  to  the 
industrial  towns  or  struck  out  to  the  fertile  western  valleys.  The 
foreign  immigration  of  the  ’forties  and  ’fifties  was  chiefly  of  Irish  and 
German  stock.  Though  the  former  seemed  to  prefer  the  east,  the 
latter  struck  out  for  the  Middle  West  centering  in  such  places  as  St. 
Louis  and  Milwaukee.  W.  E.  Dodd  has  an  article  in  the  American 
Historical  Review,  Volume  XVI,  pp.  774-788,  maintaining  that  the 
presence  of  Germans,  brought  into  Northern  Illinois  by  the  Illinois 
Railroad,  made  Lincoln’s  election  possible  in  1860.  Locate  St.  Louis, 
Milwaukee  (1817),  Chicago  (1830)  (a  glance  at  the  map  will  suggest 
the  great  importance  of  the  little  Chicago  River  in  western  travel), 
Buffalo  (which  began  its  larger  growth  when  the  first  lake  steamer 
Walk-in-the-Water  left  her  wharves  in  1818,  and  developed  after  the 
completion  of  the  Erie  Canal  in  1825),  Cleveland  (which,  though 
founded  in  the  eighteenth  century,  did  not  become  important  until 
1834  when  the  Ohio  Canal  connected  it  with  the  Ohio  River.  Later 
it  was  developed  as  a port  for  iron,  coal  and  oil  for  the  Pittsburg 
district). 

Supplement. 

Graph  Sheet. 

Divide  each  side  of  the  sheet  into  halves.  Referring  to  Katherine 
Coman’s  Industrial  History  of  the  United  States,  1914,  page  257,  for 
data,  plot  the  curve  of  exports  and  imports  of  the  United  States,  1790 
to  1860.  From  page  302  show  that  of  the  sale  of  public  lands  to 
1860,  indicating  the  relation  to  “crisis  years.”  Unfortunately  no 
statistics  of  immigration  were  kept  by  the  government  until  1820.  From 
the  figures  given  in  the  Encyclopedia  Britannica,  11th  Edition,  Volume 
XXVII,  p.  635,  show  the  increase  of  immigration,  1820  to  1860  (the 
period  1840  to  1860  may  be  done  in  greater  detail  by  consulting  E.  L. 
Bogart’s  Economic  History  of  the  United  States,  1914,  p.  490).  Show 
also  the  curve  of  total  population  and  for  growth  of  total 
area.  From  the  table  in  A.  F.  Weber’s  Growth  of  Cities  in  the  Nine- 
teenth Century,  p.  22,  plot  a curve  of  the  percentage  of  urban  popula- 
tion, 1790  to  1860.  Note  that  in  1800  there  were  but  six  towns  of  over 
8,000  population : now  more  than  forty  per  cent,  live  in  cities. 

Map  Study  Number  Seventeen:  Expansion  Beyond  the  Mississippi. 

McKinley  Map  175a. 

Using  Shepherd,  198-199,  show  natural  boundaries  of  Louisiana, 
the  territory  adjusted  in  1818  and  the  Spanish  treaty  line  of  1819. 
From  Shepherd,  210-211,  show  the  Santa  Fe  Trail,  Oregon  Trail,  the 
California  Trail,  the  routes  of  Jedadiah  Smith. 

52 


From  G.  P.  Garrison’s  Westward  Extension,  page  72,  illustrate  the 
Oregon  controversy.  From  page  104  illustrate  the  Texas  controversy 
and  territorial  adjustment.  From  Shepherd,  198-199,  show  the  Gads- 
den Purchase  with  date.  Sketch  in  the  margin  a small  map,  tracing 
from  Shepherd,  199,  if  desired,  illustrating  the  controversy  as  to  the 
Maine  boundary. 

From  article  in  Encyclopedia  Britannica,  11th  Edition,  on  Mor- 
monism”,  trace  the  route  of  the  Mormons  across  this  country. 

Supplement. 

McKinley  Map  171b. 

From  Muzzey,  343,  show  the  routes  of  Taylor,  Scott,  Kearney 
and  Fremont,  with  important  places  named. 

Map  Study  Number  Eighteen:  Slavery  and  Abolition. 

McKinley  Map  177a. 

From  maps  in  W.  E.  Dodd : Expansion  and  Conflict,  pages  196-197, 
show  the  tobacco  and  cotton  areas  in  the  United  States  in  1860.  Show 
only  the  general  location  of  the  cotton  belt  neglecting  the  few  non- 
producing areas  surrounded,  and  omit  any  indication  of  the  degree  of 
intensity  in  production.  Show  by  a boundary  line  the  location  of  the 
industrial  areas  in  1860  (see  page  188).  Using  the  map  on  page  169, 
mark  the  states  showing  an  apparent  general  interest  in  abolition  with 
a large  A and  locate  with  small  capital  A’s  a half  dozen  other  sec- 
tions where  this  sentiment  was  fairly  strong.  To  avoid  confusion  use 
but  one  letter  to  each  section.  Using  A.  B.  Hart’s  Slavery  and  Aboli- 
tion, page  126,  locate  three  routes  of  the  slave  trade.  Note  the 
connection  of  Kentucky  and  Virginia  with  the  trade.  From  page  230 
show  six  important  routes  of  the  Underground  Railroad.  Notice  the 
connection  with  abolition  societies.  Compare  with  Map  Study  Number 
Sixteen  to  show  the  effect  of  New  England  settlement  and  with  Map 
Study  Number  Five  to  show  the  influence  of  Quakers.  It  will  be  seen 
that  in  the  interests  of  safety  these  “railroad”-lines  did  not  follow 
straight,  continuous  routes.  After  reading  Bassett,  pp.  468-469,  show 
in  the  South  Atlantic  States  where  you  would  expect  to  find  the 
small  land  owners  out  of  sympathy  with  the  planters,  where  the  small 
planters  and  where  the  large.  As  cotton  culture  had  spread  over  the 
coastal  valley  and  Piedmont  districts,  the  South,  possessing  a unity 
of  economic  interest,  had  produced  a unity  of  political  sentiment  that 
made  it  truly  a section.  In  the  first  chapter  of  Professor  F.  L.  Pax- 
son’s  The  Civil  War,  it  is  maintained  that  this  solidarity  was  not 
achieved  in  the  North  until  field,  workshop  and  market  had  been 
brought  together  by  the  railroads.  Then  the  Civil  War  was  inevitable. 

Locate  six  places  of  interest  in  the  abolition  controversy  giving  in 
a key  your  reasons  for  such  selection,  and  places  of  residence  of  six 
leaders. 


53 


Supplement. 

Referring  to  A.  B.  Hart:  Slavery  and  Abolition,  page  126,  on  a 
sheet  of  plain  paper,  list  the  free  states  in  the  Union  in  1859  accord- 
ing to  emancipation,  by  decades,  with  explanatory  notes,  e.  g.,  under 
1770-1780,  Vermont,  1777  (by  Constitution).  On  another  sheet  draw 
a vertical  line  through  the  middle  of  the  paper  and  then,  crossing  it, 
parallel  lines,  spaced  at  about  three-quarters  of  an  inch,  which  may 
serve  to  mark  off  decades.  Then  using  the  insert  note  in  Shepherd, 
206,  for  data  to  1850,  show  the  admission  of  slave  states  and  free  on 
their  respective  sides  with  dates.  From  data  in  Shepherd,  pages  202- 
203,  similarly  indicate  the  dates  of  other  states  to  1860. 

Map  Study  Number  Nineteen:  Parties  and  Slavery. 

McKinley  Map  176a. 

Indicate  the  boundary  of  slave  and  free  territory  in  1821  (see 
Shepherd,  206-207)  ; illustrate  the  Wilmot  Proviso,  the  Polk  proposi- 
tion (see  Bassett,  p.  453),  and  the  Compromise  of  1850.  Show  the 
territory  open  to  slavery  on  the  principle  of  popular  sovereignty  by  the 
Kansas-Nebraska  Act  of  1854.  As  will  be  seen  this  map  must  be 
planned  with  care. 

Using  table  in  E.  Stanwood’s  History  of  the  Presidency,  Volume  I, 
p.  276,  show  with  the  letters  J.  B.,  J.  C.  F.  and  M.  F.  the  states  car- 
ried by  Buchanan,  Fremont  and  Fillmore  in  1856.  Locate  “the  birth- 
place of  the  Republican  party,”  giving  date.  By  use  of  key  show 
“free  state”  and  “slave  state”  communities  in  Kansas.  Using  Shep- 
herd, 206-207,  locate  the  places  visited  by  Dred  Scott : Rock  Island, 
Illinois,  and  Ft.  Snelling  (St.  Paul)  Locate  the  place  of  the  most 
famous  Lincoln-Davis  debate.  J.  B.  McMaster,  History,  Vol.  VIII,  318- 
337,  contains  a very  interesting  account  of  these  debates.  If  there  is 
time  the  whole  itinerary  through  the  state  might  be  traced.  Locate 
places  mentioned  by  Bassett  in  connection  with  John  Brown’s  raid 
of  1859. 

Supplement. 

McKinley  Map  176a. 

Using  Muzzey,  p.  412,  show  who  carried  each  state  in  1860.  Note, 
but  do  not  record,  the  close  vote  in  many  states,  and  especially  the 
strength  of  the  Constitutional  Union  party  in  the  South.  Notice  the 
success  of  Bell  in  the  four  border  states.  Following  Shepherd,  208, 
show  the  seceding  states,  indicating  which  seceded  before,  and  which 
after,  April  15,  1861. 

Map  Study  Number  Twenty:  The  Civil  War. 

McKinley  Map  177a. 

Devising  your  own  plan  and  finding  your  own  material  draw  the 
best  map  you  can  to  illustrate  in  a comprehensive  way  the  military 
events  of  the  Civil  War. 


54 


Supplement. 

On  a sheet  of  plain  paper  draw  columns  for  operations  in  the 
West,  operations  in  the  East,  civil  affairs  and  foreign  affairs.  Then 
draw  transverse  lines  marking  off  divisions  for  1861,  1862,  1863,  1864 
and  1865.  After  reading  Bassett,  Chapters  XXIV-XXVII,  indicate 
the  events  of  those  years  in  their  proper  columns.  Particular  attention 
should  be  paid  to  the  process  of  emancipation. 

Map  Study  Number  Twenty-one:  Reconstruction. 

McKinley  Map  176a. 

After  reading  Bassett,  pp.  596-601,  show  states  in  heavy  border 
lines  where  Lincoln’s  plan  of  reconstruction  was  tried  and  where  John- 
son’s. From  information  on  pages  79-81  of  W.  A.  Dunning:  Recon- 
struction, Political  and  Economic,  locate  race  riots  in  1866  and  trace 
the  route  of  Johnson  “swinging  ’round  the  circle.”  From  the  map  on 
page  82  show  with  letters  F A and  A A what  states  were  for  the 
Administration  and  those  against,  in  1866.  From  pages  95-96  locate  the 
military  districts  of  1867. 

Locate  a state  where  military  government,  once  having  been  re- 
moved, was  re-established,  a state  re-admitted  by  the  acceptance  of 
the  fourteenth  amendment,  a state  setting  a model  for  the  rest  of  the 
South  in  the  intimidation  of  the  Negro,  and  the  birthplace  of  the  Ku 
Klux  Klan.  Locate  also  five  other  places  of  interest  in  the  recon- 
struction period  explaining  the  selection  by  a key. 

From  Dunning,  p.  310,  show  with  heavy,  broken  black  outline  the 
district  voting  for  Hayes  in  1876,  and  with  line  of  some  other  color 
those  voting  for  Tilden ; mark  the  contested  states. 

Map  Study  Number  Twenty-two:  The  Spread  of  Population. 

The  Advent  of  Big  Business. 

McKinley  Map  176a. 

Although  white  government  was  restored  to  the  southern  states 
early  in  the  administration  of  President  Hayes,  the  bitter  resentment 
against  the  Republican  congress  and  the  party  that  had  supported  it 
was  not  forgotten.  Consulting  F.  L.  Paxson’s  The  New  Nation,  page 
53,  show  the  “solid  south”  since  1880. 

But  it  was  toward  the  West  that  the  eye  of  the  new  nation  now 
turned  to  see  how  it  might  best  be  settled  and  developed.  “It  is 
estimated  that  under  the  various  railway  acts  no  less  than  155,524,992 
acres  have  been  given  to  railways.  ...  It  has  been  profitable  for 
them  to  develop  population  and  industries  along  their  lines,  and  they 
have  accordingly  used  their  grants  for  the  upbuilding  of  the  West.” 
(C.  A.  Beard,  American  Politics  and  Government,  1914,  p.  403.)  This 
area,  so  granted,  then,  totals  nearly  four  times  that  of  the  New  Eng- 
land States.  Using  Shepherd,  210-211,  show  the  principal  land  grants 
made  by  the  Federal  Government  in  aid  of  railway  lines  west  of  the 


55 


Mississippi  River,  1864-1866.  From  K.  Coman’s  Industrial  History  of 
the  United  States,  p.  351,  draw  in  the  main  lines  of  the  Great  North- 
ern, Northern  Pacific,  Union  Pacific,  Southern  Pacific,  M.  K.  and  T., 
and  Santa  Fe  Railways.  Show  one  line  in  each  of  the  following  sys- 
tems: Vanderbilt,  Pennsylvania,  Gould,  Morgan  and  Rockefeller.  Natu- 
rally the  advent  of  railways  and  all  that  they  implied  disturbed  the 
Indians.  Referring  to  Shepherd,  188,  locate  the  tribes  mentioned  by 
Bassett,  683-684,  and,  with  explanatory  key,  six  places  of  interest  in 
the  wars  described,  684-691.  Impulse  was  given  to  the  westward  move- 
ment by  the  discovery  of  rich  mineral  areas.  Referring  to  Coman,  290- 
291,  locate  the  first  petroleum  well  (with  date)  and  three  cities  early 
important  in  the  oil  trade.  From  page  351  show  three  important  coal 
districts.  Following  Bassett,  page  677,  show  several  areas  where  silver 
and  gold  were  found.  Using  the  map  on  page  433  of  E.  L.  Bogart’s 
Economic  History  of  the  United  States  show  the  successive  centers 
of  population,  1860-1900  and  how  the  center  of  manufacturing  has 
followed.  With  the  information  on  pages  431-433  locate  with  explana- 
tory key  eight  cities  that  have  grown  important  for  some  special 
industry.  From  Plate  118  in  the  Statistical  Atlas  of  the  United  States, 
1914,  (published  by  the  Bureau  of  the  Census)  locate  the  center  of  area  of 
the  United  States.  Many  causes  have  combined  to  draw  population 
toward  the  cities.  From  Plates  Number  119-132  show  the  successive 
centers  of  population  in  your  home  state  during  the  last  generation. 
Notice,  for  example,  how  in  New  York  the  center  has  moved  from 
Delaware  across  Sullivan  County. 

By  use  of  initials  placed  within  state  boundaries,  show  the  home 
state  of  each  candidate  of  the  two  great  parties  for  the  presidency 
from  1875  to  1889  (the  World  Almanac  for  1915,  page  753,  will  supply 
information)  and  place  also  in  appropriate  states,  consulting  the  index, 
the  initials  of  the  following  leaders  mentioned  by  Bassett,  Chapter 
XXXIV-XXXV,  as  prominent  in  the  ’eighties : Carl  Shurz,  John  Sher- 
man, R.  C.  Conkling,  B.  F.  Butler,  T.  C.  Platt,  J.  G.  Blaine,  T.  Roose- 
velt, D.  B.  Hill,  T.  B.  Reed,  L.  Q.  C.  Lamar,  A.  P.  Gorman,  Matthew 
Quay,  R.  P.  Bland  and  T.  V.  Powderly.  On  a separate  sheet  in  note- 
sentences  explain  the  importance  of  each. 

Map  Study  Number  Twenty-three:  The  Tariff  and  the  Silver  Issue. 

McKinley  Map  176a. 

On  such  an  issue  as  the  tariff,  of  course,  economic  geography  goes 
far  to  explain  the  position  of  contestants.  The  farmer  is  likely  to  see 
in  a rise  of  customs  duties  (except  upon  agricultural  products)  only  a 
corresponding  rise  in  prices,  while  the  the  mill-owners  and  the  laborers 
see  the  possibility  of  the  higher  scale  of  profits  and  wages.  From 
the  map  facing  page  172  in  D.  R.  Dewey’s  National  Problems  show 
the  vote  in  the  House  of  Representatives  on  the  McKinley  Tariff  Bill 
in  1890.  Keeping  this  sentiment  in  mind,  from  the  table  in  Stanwood’s 


56 


History  of  the  Presidency,  mark  with  initials  C H or  W in  dif- 
ferent colors  and  enclosed  in  circles,  those  states  voting  for  the  can- 
didates of  the  Democratic,  Republican  or  People’s  Party  in  1892.  Show 
the  location  of  important  strikes  between  1886  and  1896  with  short 
notes  on  a separate  sheet  on  their  significance  and  influence  (see  Bas- 
sett, 742-743,  Paxson,  222). 

Show  the  states  added  between  1888  and  1896  with  dates  (Bassett, 
748).  It  will  be  interesting  in  view  of  the  free-silver  campaign  to 
refer  to  Map  Study  Number  Twenty-two  and  notice  location  of  the 
gold  and  silver  mining  areas  with  reference  to  these  states.  Using 
the  same  party  colors  as  before  place  the  initials  of  the  candidates 
according  to  the  vote  in  the  different  states  in  1896.  Compare  this 
with  the  election  of  1892.  Place  the  initials  of  the  following  leaders, 
mentioned  by  Bassett,  Chapters  XXXIV-XXXVI,  in  the  appropriate 
states : Richard  Olney,  B.  F.  Tillman,  J.  G.  Carlisle,  W.  L.  Wilson, 
T.  E.  Watson,  T.  F.  Bayard  and  E.  V.  Debs.  In  the  margin  write 
short  notes  explaining  the  importance  of  each. 

Supplement. 

Graph  Sheet 

Using  the  statistics  given  on  page  166  of  the  World  Almanac  for 
1913  show  with  curve  the  growth  of  pension  disbursement,  1867-1912. 
On  the  other  side  of  the  sheet,  following  the  chart  in  E.  L.  Bogart’s 
Economic  History,  p.  395,  show  the  fluctuation  in  the  value  of  silver, 
1867-1899. 

Map  Study  Number  Twenty-four:  The  United  States  as  a World 
Power. 

McKinley  Map  100a. 

The  United  States,  whose  “manifest  destiny”  had  seemed  to  re- 
quire its  expansion  only  to  the  Pacific  coast,  was  forced  at  the  end 
of  the  century  by  a number  of  circumstances  concerning  chiefly  its 
trade  relations  and  the  Monroe  Doctrine,  to  take  up  a part  in  world 
affairs.  After  reading  Bassett,  Chapter  XXXVII,  with  reference  to 
Shepherd,  179-182  and  199,  locate  Pago-Pago  (Tutuila),  the  seat  of 
the  Fur  Seal  Controversy  of  1889-1892,  the  Mafia  disturbances  of  1891, 
three  places  of  interest  in  Blaine’s  quarrel  with  Chile,  the  Hawaiian 
Islands  (with  date  of  annexation),  the  seat  of  Anti-Mongolian  feel- 
ing in  the  United  States,  1871-1907,  the  disputed  boundary  interesting 
the  second  Cleveland  administration. 

To  illustrate  the  Spanish-American  War  locate  the  place  of  the 
destruction  of  the  Maine,  and  Luzon,  Cavite  and  Manilla ; trace  Cevera’s 
voyage  indicating  the  place  of  his  destination  and  the  voyage  of  the 
Oregon;  locate  the  greatest  naval  battle  of  the  war  and  the  principal 
mobilization  camps  in  the  United  States.  Show  all  the  land  acquired 
by  the  treaty  with  Spain,  February  6,  1899,  and,  estimating  from  the 


57 


scale  of  miles  indicate  the  distance  from  the  nearest  important  port 
of  the  United  States  by  the  most  probable  route  to  each  of  the  pos- 
sessions outside  the  United  States  itself.  Show  also  the  distance  from 
the  island  possessions  to  Panama. 

After  consulting  the  Encyclopedia  Britannica,  11th  Ed.,  XX,  669, 
and  Shepherd,  213,  show  the  general  direction  of  the  Nicaraugua  route 
for  an  inter-oceanic  canal  favored  by  the  United  States  from  1876 
to  1898.  Show  the  Canal  Zone  (see  Shepherd,  216)  and  the  route  of 
the  isthmian  canal  as  actually  completed.  From  Shepherd,  179-182, 
show  three  or  four  of  the  principal  railways  in  the  United  States 
competing  with  the  canal  route. 

Referring  to  Shepherd,  170-171  (M-e),  show  the  seat  of  the  Boxer 
uprising,  Tien-tsin  and  Peking.  From  J.  H.  Latane:  America  as  a 
World  Power,  page  200,  illustrate  the  Alaska  boundary  controversy 
settled  in  1903. 

Map  Study  Number  Twenty-five:  Progress  and  Reform. 

McKinley  Map  176a. 

One  has  but  to  turn  to  the  first  message  of  President  Roosevelt 
to  Congress  to  feel  that  public  life  in  the  new  century  was  to  mean 
something  more  constructive  and  adventuresome  than  it  had  meant  in 
the  old.  Experiments  in  government,  particularly  in  the  western 
states,  have  been  begun  with  a confident  heart,  that  would  have  startled 
the  statesmen  of  the  ’eighties.  Scientific  men  and  scientific  methods 
in  the  management  of  agriculture,  business  and  social  problems  have 
become  identified  with  the  government  of  an  era  that  looks  hopefully 
toward  progress  and  reform.  From  the  map  at  the  beginning  of  Beard 
and  Shultz:  Documents  on  the  State-wide  Initiative,  Referendum  and 
Recall,  show  with  light  pencil  shading  where  state-wide  initiation  and 
referendum  had  been  adopted  or  was  pending  in  1912.  Bring  the  map 
up  to  date  by  consulting  the  World  Almanac  for  1914,  1915  and  1916 
under  Initiative,  etc.  From  information  on  page  740  of  the  World 
Almanac,  1915,  show  the  states  where  women  enjoy  full  suffrage. 
Although  geographically  this  showing  is  very  impressive,  a glance  at 
the  population  tables  on  page  715  will  show  that  the  voting  strength 
of  these  states  is  not  commensurate  with  their  size. 

In  his  first  annual  message,  President  Roosevelt  strenuously  urged 
the  nation,  instead  of  allowing  the  uncontrolled  waste  by  private  in- 
terests seeking  gain,  to  save  and  develop  intelligently  its  material 
resources,  and  how  this  might  best  be  done  became  one  of  the  leading 
public  questions  of  the  time.  From  C.  R.  Van  Hise : The  Conservation  of 
National  Resources,  p.  213,  show  a few  general  areas  of  the  national 
forest  lands.  Reference  to  Map  Study  Number  Twenty-two  will  call 
to  mind  the  position  of  the  coal  and  petroleum  lands.  Consulting 
Coman’s  Industrial  History,  p.  405,  show  a few  of  the  areas  improved 
by  irrigation  chiefly  under  the  operation  of  the  Newlands  Act  of  1902. 


58 


Also  as  example  of  what  the  states  are  doing  in  reclamation  and  im- 
provement color  the  north-east  coast  area  of  New  Jersey  where 
mosquito  marshes  are  deing  drained  and  the  central  portion  of  Florida, 
the  seat  of  large  drainage  operations.  Referring  to  the  World  Al- 
manac, 1914,  p.  152,  and  using  Roman  numerals,  rate  in  order  those 
states  wherein  there  are  more  than  17,000,000  acres  of  U.  S.  public 
lands. 

From  the  table  in  the  World  Almanac,  1915,  p.  722,  locate  fifteen 
important  cities  of  the  United  States  under  commission  government. 

From  Plates  Number  190-200  of  the  Statistical  Atlas  of  the 
United  States,  1914,  show  with  heavy  black  outlines  several  considerable 
areas  where  more  than  75%  of  the  population  are  Negroes.  Com- 
pare with  Plates  Number  232  and  233  and  notice  the  relation  to  child 
labor. 

Locate  the  last  states  admitted  to  the  Union  (with  dates). 

From  the  information  in  the  World  Almanac,  1915,  p.  759,  illus- 
trate by  states  upon  the  map  the  result  of  the  election  of  1912. 

Whereas  most  of  the  leaders  whose  residences  have  been  indicated 
in  former  map  studies  have  lived  in  the  East,  with  the  spread  of  popu- 
lation it  was  to  be  expected  that  the  West  would  furnish  its  share, 
many  of  these,  as  representing  their  constituencies,  being  radical  re- 
formers. Show  by  initials  the  home  states  of  the  following : R.  M. 
La  Folette,  Elihu  Root,  Jonathan  Bourne,  Boies  Penrose,  W.  J.  Bryan, 
J.  B.  Foraker,  N.  W.  Aldrich,  W.  E.  Borah,  O.  W.  Underwood, 
Champ  Clark,  Woodrow  Wilson,  Hiram  Johnson. 

Supplement. 

Graph  Sheet 

Following  F.  J.  Warne : The  Immigrant  Invasion,  page  215,  show 
the  curve  of  immigration,  1860  to  1910,  in  relation  to  panics.  The 
student  will  reflect  that  it  is  not  only  the  size  but  the  character  of  im- 
migration since  1885  that  constitutes  the  “problem.”  On  the  other  side 
of  the  sheet,  following  Plate  Number  16  of  the  Statistical  Atlas  of  the 
United  States,  1914,  show  our  total  population  curve,  1800  to  1910; 
also  those  of  Russia,  France,  Germany,  Austria-Hungary,  United  King- 
dom, Italy  and  Spain. 


59 


THE  NOTE-BOOK 


In  order  to  insure  a habit  of  logical  arrangement  of  facts  gained 
from  the  printed  page,  the  student  will  be  required  to  keep  in  a Colum- 
bia note-book,  No.  6,  a digest  of  the  text  and  of  class  lectures,  which 
will  be  examined  at  intervals  by  the  instructor,  at  least  for  a portion 
of  the  year.  In  summarizing  the  text  the  student  is  expected  to  con- 
dense into  the  fewest  words  possible  the  important  facts  or  sugges- 
tions, arranging  them  topically  according  to  the  Syllabus  with  sub- 
topics  in  outline  form  to  show  the  relation  of  one  to  another.  So 
that  the  method  of  outlining  may  be  understood,  the  student  may  turn 
to  the  Syllabus  II  3 and  to  J.  S.  Bassett’s  Short  History  of  the  United 
States,  pp.  27-30,  and  then  notice  how  the  following  summary  cor- 
responds : 

3.  The  Spansih  Empire. 

A.  Columbus  and  the  Colonisation  of  the  West  Indies. 

(a)  The  Discovery. 

a.  Columbus  in  preparation. 

1.  Family — wool-workers  of  Genoa. 

2.  Education — read  Latin  books  on  geography, 
voyages  to  England  and  Iceland. 

3.  Ideas — From  Toscanelli  (letter)  and  others, 
could  reach  east  by  sailing  west.  Thought 
earth  much  smaller. 

b.  Reverses. 

From  John  II  of  Portugal,  also  for  time  in 
Spain  and  through  brother  Bartholomew  in 
England. 

c.  Engaged  by  Spain. 

1.  Privileges — grandee  and  admiral ; right  to  gov- 
ern new  lands ; one-tenth  of  gold  and  silver ; 
letters  to  eastern  princes. 

2.  Equipment — $59,000 ; three  small  ships,  less 
than  100  men. 

d.  The  first  voyage — begun  August  3,  1492. 

To  Canaries  till  September ; Columbus  falsifies 
log  to  quiet  sailors ; quells  mutiny.  “It  is 
well  to  remember  that  Columbus’  greatness 
consisted,  not  so  much  in  his  original  ideas,  as 
in  the  determined  spirit  in  which  he  risked 
his  life  to  execute  it. 

e.  Discovery,  Oct.  11,  1492.  “San  Salvador” — Wat- 

ling’s  Island  (Bahamas).  Thought  Cuba 
mainland  of  India,  Hayti — La  Isla  Espanola. 

f.  Spanish  claim.  Left  44  men.  Return.  Portu- 
guese-Spanish  rivalry  settled  by  Pope’s  Bulls, 
1493  and  Treaty,  1494. 


60 


(B)  Subsequent  Voyages. 

(et  cetera.) 

As  the  note-book  lies  open,  the  digest  of  the  text  is  to  be  written 
on  the  right-hand  page  while  the  class  notes  should  be  put  on  the  left. 
Very  likely  the  instructor  will  have  something  to  say  about  Columbus, 
in  fact  or  in  interpretation,  which  Professor  Bassett  omits,  and  this 
should  be  put  opposite  the  proper  division  of  the  text  digest  which 
the  student  has  prepared  before  coming  to  class.  For  example,  if  he 
offers  some  explanation  of  why  Columbus  met  with  so  little  encour- 
agement in  Portugal  and  England,  the  note  upon  that  will  be  placed 
opposite  section  b.  Sometimes,  as  notably  in  the  discussion  of  the 
European  Background,  much  of  the  information  will  be  gained  in  the 
class-room,  in  which  case  the  text  side  of  the  note-book  sheets  may 
be  left  blank  or  thinly  written ; at  other  times  the  class-room  work 
will  consist  in  discussing  the  material  offered  in  the  text,  when  the 
class  notes  will  be  few.  At  such  times  the  student  should  not  take 
down  a word  for  word  reproduction  of  the  lecture  but  condense  it 
into  his  own  language.  If  anything  is  not  clearly  understood,  he 
should  ask  to  have  it  repeated.  If  a lecture  is  missed  the  blank 
should  be  immediately  filled  by  reference  to  some  fellow-student’s 
note-book,  giving  credit  at  the  top  of  the  page.  Thus  a parallel  ac- 
count is  preserved  of  the  information  gained  in  private  study  and  in 
the  class-room.  The  student  may  come  across  articles  and  pictures 
in  newspapers  of  interest  in  American  History ; these,  together  with 
photographs  of  historic  places  can  properly  be  inserted  under  appro- 
priate sections. 


REVIEWING  BOOKS 

Several  times  during  the  year  the  student  will  be  called  upon  to 
prepare  a paper  on  some  historical  book.  Such  a review  is  expected 
to  accomplish  two  quite  different  ends.  In  the  first  place  it  is  to 
furnish  bibliographical  information  about  the  book,  that  is,  not  only 
to  give  with  accuracy  the  title,  author,  publisher,  date,  pagination,  etc., 
(for  example,  the  review  should  be  prefaced  by  such  a heading: 
Montcalm  and  Wolfe.  By  Francis  Parkman.  Boston,  Little,  Brown 
and  Company,  1891 — Two  volumes:  xvi,  514;  x,  502  pp.),  but  a 
setting  forth  of  the  plan  and  the  scope  of  the  work,  a clear  rehearsal 
of  the  main  ideas  developed  and  a careful  report  of  the  kind  of 
sources  and  method  which  the  author  has  apparently  used.  The  seem- 
ing formality  of  such  a summary  should  not  dissuade  the  reviewer  from 
using  whatever  art  he  may  possess,  as  an  intelligible  summary  requires 
not  only  insight  in  discerning  what  is  of  primary  importance  and  what 
is  explanatory  and  dependent,  but  considerable  sympathy  and  facility 
to  express  in  a few  written  pages  the  substance  of  a volume.  It  is 
hoped  that  by  this  practice  the  student  will  himself  learn  to  read 
more  intelligently. 


61 


So  far  his  point  of  view  has  been  inside  the  book,  noting  and 
recording  its  features  as  a work  of  scholarship.  But  this  is  not  all. 
The'  student  must  now  summon  his  faculties  of  criticism  wisely  to 
evaluate  what  he  has  considered  and  described.  He  has  indicated  in 
general  the  author’s  purpose;  it  is  now  his  function  to  sit  in  judgment 
to  decide  in  how  far  that  purpose  has  been  realized.  Does  the  book 
tell  you  what  you  wish  to  know  about  the  subject?  Does  the  author’s 
style  attract  or  repel  the  reader?  Does  he  seem  fair  in  his  interpre- 
tation of  evidence  or  do  his  judgments  seem  unwarranted  by  the  facts 
he  cites?  Why,  if  at  all,  should  anyone  pay  money  for  this  book 
and  spend  time  in  reading  it?  Does  it  succeed  as  well  as  other  books 
you  know  upon  this  or  similar  subjects?  Considering  the  many  things 
that  men  and  women  have  to  do,  is  it  wise  to  foster  interest  in 
such  subjects?  To  whom  would  you  recommend  such  reading,  and 
why?  These  are  not  questions  which  can  be  answered  without  thought 
and  in  thus  measuring  the  book  in  the  larger  terms  of  human  experi- 
ence, the  review  will  gain  a value  of  its  own.  There  is  no  need,  of 
course,  in  such  a piece  of  writing,  as  reference  to  the  admirable  re- 
views in  The  Nation  will  illustrate,  for  the  reviewer  to  draw  a line 
between  description  and  criticism,  putting  into  part  one  what  the  book 
says  and  into  part  two  what  is  said  about  it.  Rather,  as  a rule,  the 
two  will  go  side  by  side  to  attract  or  warn  the  general  reading  public 
for  whom,  it  is  supposed,  the  review  is  prepared. 

THE  ESSAY 

An  historical  essay  upon  some  topic  selected  from  within  a certain 
period  of  American  History  will  be  required  of  the  student  as  a part 
of  the  year’s  work.  Within  the  general  field  announced,  for  example, 
Slavery  in  the  Territories,  dealt  with  in  the  Syllabus,  Section  XV,  each 
student  is  permitted  to  express  his  preference  for  a particular  sub- 
ject, but  definite  assignment  is  made  at  individual  conferences  with 
the  instructor.  As  soon  as  the  student  receives  his  assignment  he 
will  make  a list  of  all  major  works  bearing  upon  the  subject.  By 
consulting  the  Card  Catalogue  in  the  General  Library  he  will  ascertain 
what  books  are  entered  under  his  title,  though  it  is  unlikely  that  he 
will,  by  this  means  alone,  be  able  to  prepare  a very  long  list,  or  learn 
much  about  the  relative  value  of  the  books.  Similarly  he  will  con- 
sult Channing,  Hart  and  Turner,  Guide  to  the  Study  and  Reading  of 
American  History,  an  excellent  manual  with  references  to  general  and 
special  works,  arranged  by  topics;  C.  K.  Adams  Manual  of  Historical 
Literature ; the  American  Library  Association’s  Literature  of  American 
History,  with  its  supplement,  which  arranges  works  by  periods  and 
contains  careful  critical  estimates  of  those  mentioned ; the  biblio- 
graphical essays  at  the  end  of  each  volume  of  the  American  Nation 
Series,  the  desired  volume  being  found,  if  necessary,  by  consulting  the 


62 


general  index  under  the  topic  studied;  the  elaborate  bibliographies  in 
Justin  Winsor  Narrative  and  Critical  History  of  America  are  use- 
ful for  the  earlier  part  of  American  History,  although  their  reference 
is  chiefly  to  source  material;  the  Cambridge  Modern  History,  Vol.  VII, 
pp.  753-834  contains  book  lists  for  the  periods  of  United  States  history, 
although  unfortunately  includes  no  descriptive  comment;  the  biblio- 
graphies at  the  end  of  each  chapter  in  Bassett  Short  History  of  the 
United  States  and  in  the  Riverside  History  of  the  United  States; 
Poole’s  Index,  the  Readers’  Guide  to  Periodical  Literature,  and  the 
Annual  Library  Index  for  articles  in  periodicals;  the  bibliographies 
at  the  end  of  articles  in  the  Encyclopedias,  looking  also  under  re- 
lated topics  in  the  index ; Appleton’s  and  the  National  Cyclopedia  of 
American  Biography,  under  the  names  of  the  principal  persons  im- 
portant in  relation  to  the  subject;  McLaughlin’s  and  Hart’s  Cyclo- 
pedia of  American  Government  and  Lalor’s  Cyclopedia  of  Political 
Science,  etc.  (use  indexes)  ; also  for  material  published  since  1903, 
see  the  following:  Writings  on  American  History,  1902,  1903,  1906- 
1912  (catalogued  under  “G.  G.  Griffin,  etc.”). 

From  these  sources  the  student  will  be  enabled  to  gather  a large 
number  of  titles  of  books  or  articles  dealing  with  his  subject — perhaps 
thirty  or  forty.  Each  such  title  should  be  entered  clearly  in  ink  upon 
a separate  card,  together  with  the  name  of  the  author,  the  date  of 
publication,  and  whenever  possible,  the  University  Library  call  num- 
ber, the  bibliographer’s  estimate  of  the  work  (if  any),  and  some  indi- 
cation of  the  portion  of  it  dealing  most  directly  with  his  subject.  It 
is  expected  that  the  student  will  be  at  pains  to  learn  all  that  he  can 
about  the  books  so  as  to  talk  intelligently  about  them  in  conference. 

Having  completed  his  list  the  student  will  submit  it  to  the  instruc- 
tor, again  in  personal  consultation,  for  discussion  and  criticism.  The 
instructor  will  then  assign  a few  of  the  more  important  books  and 
articles,  and  these  are  to  be  read  by  the  student  and  used  as  a basis 
for  note-taking. 

Notes  are  now  to  be  taken  from  the  works  assigned,  and  they  should 
be  written  neatly,  in  ink,  on  one  side  of  papers,  preferably  about  5^4  in. 
x 8J4  in.,  running  lengthwise  of  the  page,  liberal  margins  being  left  at 
the  sides,  and  an  entry  being  made  at  the  top  of  each  paper  of  the  gen- 
eral nature  of  the  notes  thereon,  and  page  references  to  sources  of 
information  put  in  the  margin.  After  the  notes  have  been  taken,  the 
student  will  arrange  them  in  the  order  which  he  expects  to  follow 
in  writing  the  essay,  and  submit  them  to  the  instructor  for  criticism. 
He  will  at  this  time  receive  detailed  advice  concerning  the  composi- 
tion of  the  essay. 

In  general  it  may  be  stated  that  the  essay  should  stick  to  facts.  It 
should  be  based  upon  the  notes,  but  the  writer  should  make  the  facts 
his  own  and  write  his  narrative  with  the  spirit  and  coherence  of  his 


63 


own  style.  Of  course,  it  may  be  occasionally  advisable  to  use  the  exact 
words  of  a bqok  or  article,  in  which  case  quotation  marks  should 
indicate  the  precise  extent  of  the  direct  quotation.  The  essay  should 
demonstrate  the  student’s  ability  to  digest  and  combine  information 
derived  from  a number  of  sources.  The  essay  should  be  neatly  type- 
written, or  written  in  ink,  on  one  side  only  of  large-sized  paper,  and 
it  is  expected  that  care  will  be  taken  to  use  excellent  English  as  well 
as  to  be  strictly  accurate  in  substance.  Every  important  statement  of 
fact  should  be  backed  up  by  a footnote  or  marginal  note  citing  book 
and  page  as  authority.  Finally  the  student  will  submit  his  complete 
work  (bibliography,  notes  and  essay)  which  will  be  criticized  and 
graded  as  a whole. 


64 


